Creating Authentic Opportunities for Parents to Partner With Informal STEM Educators

• In Event: 69.056 - Roundtable Session 31
  In Roundtable Session: 69.056-2 - Laying the Groundwork for a STEM Ecosystem

Abstract

At a time when scientific and technological competence is vital to the nation’s future, the poor science achievement of U.S. students reflects the uneven quality of science education. In New York City, for example, 27% of eighth graders performed at the Basic level and 13% scored at the Proficient level on the NAEP Trial for Urban District Science Assessment. As a nation we are failing to broaden participation and create a culture that generates and nurtures STEM-literate young people. The New York Hall of Science (NYSCI) launched Queens 20/20 – An Enterprise Zone for Science, Technology, Engineering, and Mathematics (STEM) Learning, which is creating broad and deep networks of STEM-rich learning opportunities in high needs immigrant communities. Queens, New York is often referred to as the crossroads of the world with a population of 2.3 million people, nearly half of whom are immigrants. Queens has long served as a fertile ground for aspiring families. Through strategic partnerships with community organizations, local elected officials, schools, and education leaders, Queens 20/20 offers a multifaceted program of work that engages students, teachers, families, and community members in creative STEM learning.

One of the main objectives of the STEM Enterprise Zone is to promote parent and family engagement and deepen relationships with community stakeholders. Studies have shown that parents who convey the importance of STEM subjects motivate their children to take more science and math courses (Harackiewicz, Rozek, Hulleman, & Hyde, 2012; Rozek, Hyde, Svoboda, Hulleman, & Harackiewicz, 2015). Family engagement for young people of all ages yields positive results. Children stay in school longer, perform better in school, and they generally have better school experiences. This is consistent across grade levels in formal and informal school contexts (Henderson & Mapp, 2002; Jeynes, 2005; Lopez & Caspe, 2014).
Queens 20/20 held two focus groups with 30 parents at NYSCI. The overall goal of the focus groups was to learn parents’ perspectives of their children’s career aspirations vis-a-vis their future role in the STEM workforce. Parents were recruited from local schools. Each focus group lasted for 45 minutes and was conducted in Spanish and English. The interviewer asked a range of questions focused on participation in STEM and STEM careers.

It was clear from the focus groups that immigrant parents are disconnected from school and are too intimidated to ask questions about their children’s future and trajectory. What’s more, parents found it difficult to understand how to navigate a complex school system for their children specifically when it comes to STEM education and STEM schools. A direct outcome of the focus groups was to develop a Parent University, which will be an ongoing course of study for parents with the goal of developing culturally responsive programming for families, enabling them to navigate the complex school system and engage directly with the STEM learning process.

Author

• Andres Henriquez, New York Hall of Science