![]() Mixed methods research will explore whether and how participation in the program shapes the youths? STEM identities, interest in STEM careers, and perceived readiness for college. The University of Houston will partner with 8 Million Stories, an alternative schooling system created to disrupt the school-to-prison pipeline in the in the city of Houston, to co-design and implement a comprehensive program that supports college and career readiness in STEM careers among predominantly Black and Latinx students enrolled in the alternative system. Results will be shared with the local high school communities, and with the participating youth and their families, through open houses, school district fairs, and media, among other venues. Research will explore whether the pre-service teachers report increased self-efficacy in culturally responsive teaching, and whether and how the program shapes the high school students? STEM identities and interest in STEM careers. Within this context, undergraduate pre-service teachers at the University of Houston will take coursework on anti-racist and culturally responsive pedagogies, and they will use these pedagogies as a framework to guide their interactions with the youth during their summer research laboratory, and in post-laboratory mentoring and STEM tutoring. To address this racial inequity, the University of Houston will co-develop and research a program that offers culturally responsive mentoring, tutoring, a summer research laboratory experience, and college and career readiness seminars to predominantly Black and Latinx high school students who are enrolled in alternative schooling systems in the city of Houston. This absence of supports can result in undermatching when high school students, who have great potential to contribute to STEM fields, do not apply for colleges that would prepare them for STEM careers of interest to them. Once in alternative systems, they may not receive the supports needed to pursue a range of STEM (science, technology, engineering, and mathematics) trajectories and careers that align with their interests and strengths. Racial disparities exist in school systems when Black and Latinx youth are disproportionately suspended or expelled and subsequently enter alternative schooling systems. Primary Place of Performance Congressional District: April Peters-Hawkins (Former Co-Principal Investigator).Leah McAlister Shields (Former Co-Principal Investigator).Melinda Findlater (Former Co-Principal Investigator).April Peters-Hawkins (Co-Principal Investigator).Jerrod Henderson (Co-Principal Investigator).Jacqueline Ekeoba (Co-Principal Investigator).Mariam Manuel (Principal Investigator) Donna Stokes (Co-Principal Investigator).The grant will allow UAB to join with the University of Alabama at Huntsville and three of Alabama’s Historically Black Colleges and Universities (HBCUs): Alabama A&M University, Miles College and Oakwood University in a partnership to implement evidence-based activities that will lead to new policies and/or policy changes that promote gender equity for STEM faculty in the academic workplace.Advancing Racial Equity for Youth in Alternative Schooling Systems through Culturally Responsive STEM Programming NSF Org:Īmy Wilson-Lopez (703)292-2606 DRL Division Of Research On Learning EDU Directorate for STEM Education “UAB has been a leader in efforts to advance gender equity in STEM, so it makes perfect sense for us to continue our leadership in this area,” Dilworth said. ![]() ![]() Paulette Patterson Dilworth, Ph.D., Vice President for Diversity, Equity and Inclusion will serve as Principle Investigator. Intersectional approaches that address systemic change for STEM faculty is the recognition that gender, race and ethnicity do not exist in isolation from each other and other dimensions of social identity. The Alabama ADVANCE Partnership for Achieving Gender Equity in STEM will focus on intersectionality and inclusive and intentional approaches to address systemic change strategies that promote equity for all STEM faculty in the academic workplace. Thus, perpetuating historical under-participation in STEM academic careers. The prior ADVANCE work was successful in addressing or changing policies and procedures focusing on implicit bias in hiring, tenure and promotion decisions that could lead women and individuals from different racial and ethnic populations to be evaluated less favorably. The three-year grant will build on prior NSF ADVANCE initiatives at the university. The Office of the Vice President for Diversity, Equity and Inclusion at the University of Alabama at Birmingham has received a $1.25 million ADVANCE grant from the National Science Foundation (NSF), aimed at improving gender equity in STEM fields.
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