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Engaging Diverse Learners
Through the Provision of STEM Education Opportunities

Beth Howard-Brown and Danny Martinez

Introduction

Science, technology, engineering, and mathematics (STEM) are viewed as fundamental elements in the preparation of our next generation. This is evidenced by President Obama’s goal of "moving our nation from the middle to the top of the pack in math and science education" and his focus on (a) hiring additional STEM teachers; (b) enhancing STEM literacy so students can think critically in key subjects; (c) improving the quality of instruction to help U.S. students perform competitively with those in other nations; and (d) expanding STEM education and career opportunities for women, minorities, and other underrepresented groups (The White House, 2010).

To begin laying this foundation for students as they compete in the 21st century economy, educators and decision makers must continue to increase their understanding of various STEM education opportunities. They must also realize the need to establish support systems for diverse learners as they relate to STEM education, while at the same time recognize the economic impact of not moving in this direction. However, before this journey can begin, a deeper understanding of STEM and a workable definition must be established. The components of STEM are discussed below following descriptions of the procedure by which resources were selected for this paper and the limitations of this paper.

Procedure

To identify literature for studies and other resources on STEM education, staff at the Southeast Comprehensive Center (SECC) conducted searches of EBSCO’s Academic Search Elite database, the Education Resources Information Center (ERIC), and several online search engines (i.e., Bing, Google, Google Scholar, and Yahoo). They used combinations of terms that included science, technology, engineering, mathematics, effective STEM initiatives, innovative STEM programs, STEM education, STEM education and diverse learners, STEM and minority populations, STEM opportunities for underserved populations, STEM and gender, and STEM and student achievement. The literature searches focused on research completed within the last 10 years.

In addition to the literature searches, SECC staff contacted the states served by SEDL’s Southeast and Texas Comprehensive Centers—Alabama, Georgia, Louisiana, Mississippi, South Carolina, and Texas—to obtain information on their STEM programs and initiatives. Refer to the State Highlights section of this paper for information that was obtained on state-specific STEM education efforts.

Limitations

It is important to note that a limited number of the resources summarized in this report were from peer-reviewed journals. Since the information on this topic was provided to illustrate strategies and approaches for increasing access to STEM education for diverse students, empirical support regarding the efficacy of any specific strategies or programs was included if it was available.

SECC staff provided the above limitations to assist clients and other stakeholders in making informed decisions with respect to the information presented. SECC does not endorse any strategies or programs featured in this paper.

What is STEM?

The term STEM was coined at the National Science Foundation (NSF) as a way to encompass a new "meta-discipline" that combined science, technology, engineering, and mathematics subject areas. This new discipline was meant to transform traditional classrooms from teacher-centered instruction into inquiry-based, problem solving, discovery zones where children engage with content to find solutions to problems (Fioriello, 2010). It is a way of looking at and solving a problem in a holistic way, seeing how the components of STEM interact with each other. Put simply, it is the intersection of science, technology, engineering, and mathematics. It is problem based. It is student-centered. It is the applied convergence of these disciplines used to solve a problem.

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As competition in the global marketplace grows for a highly skilled, highly educated workforce that has the ability to work independently and creatively, the STEM approach seeks to meet the challenge. By giving students the opportunity to solve real-world problems in context, students grasp a deeper understanding of the content and how to apply their knowledge in a meaningful way.

In addition to viewing STEM as a meta-discipline, several key factors are important in this discussion—early exposure of children to STEM education; strategies for engaging populations that are underrepresented in STEM fields; specialized training, preparation, and support for teachers of STEM subjects; STEM afterschool and summer opportunities for students; the economic impact of STEM in the U.S.; and recommendations for improving STEM education.

Early Exposure to STEM Education

A key theme running through much of the recent science education literature has been the increasing reluctance of young people in many parts of the world to participate in STEM education (Boe et al., 2011). Several recommendations have been presented on how to best attract students into this widely growing field through various STEM education opportunities. Research suggests the need to expose children to appropriate STEM opportunities early in their education (Bagiati et al., 2010; Boe et al., 2011).

Early exposure to STEM supports children’s overall academic growth, develops early critical thinking and reasoning skills, and enhances later interest in STEM study and careers (National Research Council, 2011). More than three-quarters (77%) of female and underrepresented minority chemists and chemical engineers polled say significant numbers of women and underrepresented minorities are missing from the U.S. STEM workforce today because they were not identified, encouraged, or nurtured to pursue STEM studies early on (Bayer, 2010). To help address this issue, the Sesame Street television show has focused season 42 on STEM education—encouraging children to think about science, technology, engineering, and math. Despite this recent initiative, efforts to increase children’s awareness of STEM have been limited.

Purdue University conducted a study involving the review of Internet open resources containing engineering educational material intended for young children in preschool through grade 3 as part of the landscape of such resources available for use with prekindergarten through grade 12 (Bagiati et al., 2010). In their review of over 600 online documents, the researchers found that fewer than 4% of the resources had been developed specifically for PK–3 students. They also found that to introduce engineering in the early years one must recognize the need to ensure teacher understanding of the subject content and to prepare teachers to incorporate it into their practice. There are several obstacles to accomplishing these goals. First, some elementary teachers face constraints in teaching STEM that include insufficient content knowledge, lack of confidence, lack of materials and facilities, and lack of support from their schools (President’s Council of Advisors on Science and Technology [PCAST], 2011). Second, most elementary teachers are generalists and are not trained specifically in STEM fields; hence, the subjects can be a source of anxiety and lead to avoidance of approaching the topics. The U.S. must address these issues if it hopes to engage students at a young age in STEM education, especially since the literature indicates that a crucial part of fostering this engagement is teacher preparation and training in STEM.

Teacher Preparation, Training, and Support

The most important factor in ensuring excellence is great STEM teachers with both deep content knowledge in STEM subjects and mastery of the pedagogical skills required to teach these subjects well (PCAST, 2011). Seventy-five percent of chemists surveyed said a lack of high quality science and math classes in lower-income school districts is the top reason why minorities and women are underrepresented in STEM fields (Bayer, 2010). Also, minority students are less likely to have highly qualified math and science teachers. In 2004, the National Science Foundation (2011) found that only 39% of African American and 42% of Hispanic fifth-graders were taught math by a teacher with a master’s or advanced degree in the subject. That compares to more than half for Caucasian students. Eighth-grade students from low-income families were less likely to have science teachers with regular or advanced teacher certificates, a degree in science, and more than 3 years of experience in teaching science (NSF, 2011).

Teacher preparation programs must also be considered in developing a new generation of STEM educators. To aid teachers as they meet the challenge of teaching in the field of STEM, the U.S. must begin to rework its teacher preparation programs and how they address professional development.

The research suggests STEM teacher preparation programs need to provide the following:

1. More math or reading courses required for entry or exit into a student’s chosen content area;
2. A required capstone project (for example a portfolio of work done in classrooms with students or a research paper);
3. Careful oversight of student-teaching experiences;
4. A focus on providing candidates with practical coursework to learn specific practices;
5. More opportunities for candidates to learn about local district curriculums; and
6. Focused student-teaching experiences that address the congruence between the context of student teaching in terms of grade level and subject area and later teaching assignments.

(Wilson, 2011)

Another support option to enhance teacher preparation is the utilization of professional learning communities (PLCs). STEM teaching is more effective and student achievement increases when teachers join forces to develop strong PLCs in their schools (Fulton & Britton, 2011). This finding is supported by a 2-year NSF funded study, STEM Teachers in Professional Learning Communities: A Knowledge Synthesis, conducted by the National Commission on Teaching and America’s Future and WestEd, based on an analysis of nearly 200 STEM education research articles and reports.

Findings from the NSF knowledge synthesis on STEM teaching in PLCs are summarized below.

STEM PLCs had the following effects on teacher knowledge, beliefs/attitudes, and focus:

• Engaged teachers in discussion about content knowledge or knowledge about how to teach it (pedagogical content knowledge) and/or enhanced their understanding of content knowledge and pedagogical strategies;
• Advanced teachers’ preparedness to teach content or attitudes toward teaching methods; and
• Increased teacher focus on students’ mathematics or science thinking.

STEM PLCs had the following effects on teacher instructional practice:

• Teaching practices became more "reform oriented";
• Teachers’ attention to students’ reasoning and understanding increased; and
• Teachers engaged students in more diverse modes of problem solving.

STEM PLCs had the following effects on students’ science and math achievement:

• Math PLCs led to enhanced student learning or achievement in math; however, there were no studies examining student outcomes in science.
• The expert panel reported increased science and math achievement outcomes for students based on unpublished results from PLCs that the panel had led or independently examined.

Universal support for PLCs exists across STEM education professional organizations. Forty organizations in STEM education, professional development, or education policy had position statements and/or policy recommendations for PLCs that were universally positive (Fulton & Britton, 2011). Online tools are increasingly being used to support STEM PLCs; however, research is limited but promising on how these tools are extending the reach and resources of these learning communities. Finally, all professional development for STEM educators does not have to take place in a formal setting. Though rarely acknowledged at policy levels, there is a vastly growing network of other education outlets for educator training: museums, zoos, aquariums, nature centers, national parks, and increasingly the Internet, podcasts, and other social networking media (Dierking, 2010). If taken advantage of, all these resources would strengthen teachers’ STEM capacity and the programs that they are creating.

STEM Afterschool and Summer Opportunities

To help prepare youth for careers in STEM fields, decision makers and educators are encouraged to consider STEM learning opportunities beyond the school day. Afterschool programs are currently serving more than 1.3 million middle school students, with many programs providing engaging STEM content (Afterschool Alliance, 2010). The literature indicates that students can benefit greatly from experiences held after school and during the summer.

The Afterschool Alliance (2011) found in a recent evaluation report of STEM programs across the U.S. that attending high quality STEM afterschool programs for middle school youth yields STEM-specific benefits that can be organized under three broad categories (a) improved attitudes toward STEM fields and careers, (b) increased STEM knowledge and skills, and (c) higher likelihood of graduating and pursuing a STEM career.

Below is a list of these three types of outcomes, followed by specific findings that were common across a number of the evaluations:

1. Improved attitudes toward STEM fields and careers
   1. Increased enrollment and interest in STEM-related courses in school
   2. Continued participation in STEM programs
   3. Increased self-confidence in tackling science classes and projects
   4. Shift in attitude about careers in STEM
2. Increased STEM knowledge and skills
   1. Increased test scores as compared to nonparticipants
   2. Gains in knowledge about STEM careers
   3. Gains in computer and technology skills
   4. Increased general knowledge of science
   5. Gains in 21st century skills, including communication, teamwork, and analytical thinking
3. Higher likelihood of graduation and pursuing a STEM career
   1. High rate of high school graduation among participants
   2. Pursuit of college and intention of majoring in STEM fields

(Afterschool Alliance, 2011)

If America is to succeed in an innovation-powered global economy, boosting math and science skills will be critical (Atkinson, Hugo, & Lundgren, 2007). In Rising Above the Gathering Storm, the U.S. system of public education was charged with laying the foundation for developing a workforce that is literate in mathematics and science. STEM opportunities for all students become a powerful requirement as a component of this charge. Nevertheless, all populations are not equally supported when it comes to STEM education. Racial/ethnic groups, women, and persons with disabilities are underrepresented in STEM fields, not by choice, but sometimes due to a lack of appropriate supports.

Diverse Learners and STEM

Women, persons with disabilities, and three racial/ethnic groups—African Americans, Hispanics, and Native Americans—are considered underrepresented in science and engineering because they constitute smaller percentages of science and engineering degree recipients and of employed scientists and engineers than they do in the American population (U.S. Commission on Civil Rights, 2010). Addressing this underrepresentation in STEM fields has been an initiative of the U.S. Congress for the past 30 years, but the challenge still remains unresolved. Diverse learners are capable of becoming talented professionals in STEM, but they need opportunities to develop (Roberts, 2010). Alvarez, Edwards, and Harris (2010) suggest exploring programs that allow underrepresented students to overcome issues linked to educational underachievement, including socioeconomic status, cultural trends, and lack of awareness of STEM opportunities and career fields.

One of the first barriers that should be addressed is access. Diverse learners initially need to have exposure to various STEM opportunities. For example, the Alliance for Students with Disabilities in Science, Technology, Engineering, and Mathematics (AccessSTEM) (http://www.washington.edu/doit/Stem/) serves to increase the number of people with disabilities in STEM careers by encouraging students with disabilities to pursue STEM fields and then supporting those who show an interest and aptitude in STEM. The National Girls Collaborative Project (http://www.ngcproject.org) is working to bring together organizations that are committed to informing and encouraging girls to pursue careers in STEM.

Another barrier to participation in STEM education opportunities is a lack of connection with diverse learners. In a recent study, 12 recommendations (http://www.eric.ed.gov/PDFS/EJ930655.pdf) were made to strengthen math and science programs for diverse learners (Kaser, 2010). Two of the recommendations focused on hiring leadership and staff members that have an understanding of the various cultures and backgrounds of the students that they are serving. Many of the opportunities needed for diverse learners to become successful in the area of STEM require connections through their cultural beliefs and practices. STEM experiences need to relate to the actual lives of the students, their ages, and their interests. In addition to connecting to students’ culture, diverse learners are also in need of high quality curriculums, classroom practices that foster equity, and connections to real-world experiences (Kaser, 2010; PCAST, 2011). These robust STEM learning opportunities are only possible when all stakeholders become involved in the improvement of STEM education for all. With continued support and encouragement, diverse learners will break the access barrier to STEM opportunities.

Over the past 10 years, there has been an upsurge in the number of STEM focus schools and programs. While STEM schools historically have tended to target the top math and science students in a state or district, the new wave appears to have a broader reach, with many of the schools aimed especially at serving groups underrepresented in the STEM fields, such as African Americans, Hispanics, women, and students from low-income environments (Education Week, 2011). In addition, STEM Out-of-School-Time (OST) programs demonstrate a number of positive outcomes for girls (and in some instances, boys) related to academic achievement and school functioning, youth development, and workforce development (Chun & Harris, 2011). The next section highlights additional strategies for girls that may help to increase their interest and engagement in STEM education and careers.

STEM Strategies for Girls

Several strategies from evaluations of STEM programs emerged as particularly successful for STEM programming for girls:

• Establish measurable goals specific to the STEM objectives. It is important to articulate goals that are clear, achievable, aligned with STEM programming, and have specific progress indicators. In particular, program goals should: (a) translate into measurable objectives related to STEM; (b) use outcome-based guidelines to obtain baseline data in order to establish targets; and (c) be tied to a long-term evaluation plan.
• Appoint a leader to oversee STEM programming. Having someone to champion STEM education from within the program can be a major determining factor in whether it is valued or neglected, especially when programs include a variety of non-STEM components.
• Customize STEM experiences for a specific demographic of the target population. OST programs may be better able to engage girls when they try to relate STEM activities to the girls’ lives in terms of their age, interest in particular STEM subjects, preferred mode of learning (e.g., discussion or hands-on learning), and ability level. Tailoring this experience can be especially helpful in engaging girls who otherwise might not be inclined to engage with STEM subject matter.
• Build personal connections with girls to help sustain their engagement. Once girls join a STEM OST program, the goal then becomes to maintain their interest over time, which can be facilitated through staff’s efforts to build strong relationships with the girls.
• Make STEM activities accessible to all, to prevent against a self-selecting process. OST programs should have an inclusive approach to ensure that girls feel welcomed and comfortable with the materials. Both boys and girls may see STEM activities as overly technical and intimidating, but girls often do not receive the same encouragement that boys do to get involved (or may need some extra encouragement). As part of this inclusive approach, programs can increase outreach efforts through such means as partnering with schools to disseminate information and gauge interest from schoolwide populations instead of just self-referred youth.

(Chun & Harris, 2011)

In addition to the issues and challenges related to STEM education discussed above, the economic impact of STEM is gaining increasing attention as the U.S. strives to remain competitive in a global marketplace.

Economic Impact of STEM

In understanding how the production of STEM educated-students affects the American economy, it is important to consider the needs of current and future employers. Too often, the complaint from industry is that traditional students arrive at the workplace lacking the ability to apply knowledge in a real-world environment. As the world becomes more science and technology driven, the only way for the U.S. to compete is to rise to the challenge. The literature suggests that science and technology jobs will feed the nation’s economy, and those jobs can only be filled by people who have a strong foundation in math and science. While STEM fields are not for all, those with the talent and inclination must be given the environment in which to thrive (Atkinson, 2010).

Currently, STEM workers in the U.S. consist of about 70% Non-Hispanic Caucasians, which is in line with their share in the overall workforce (Beede & Khan, 2011). This statistic more importantly points to the disparity in STEM education opportunities. The author finds that regardless of race or ethnicity, higher education graduation rates correlate with increased presence in the STEM fields.

As the data illustrates in Figure 1. Projected Demand for STEM Jobs for SECC and TXCC States by 2018, the number of STEM jobs is expected to increase in the states served by the Southeast and Texas Comprehensive Centers. From 2008 to 2018, this increase will range from 8% (in Louisiana) to 22% (in Texas), with a strong majority of STEM jobs requiring postgraduate education and training (Georgetown University Center on Education and the Workforce, n.d.a–f).

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Source: STEM State-Level Analysis, State Pages. (n.d.a–f). Georgetown University Center on Education and the Workforce.

In addition to increases in the number of STEM jobs that will be needed nationwide in coming years, Carnevale, Smith, and Melton (2011, p. 24) indicate that the top three industries for jobs in 2018 will be professional and business services (37%), manufacturing (19%), and government and public education services (13%). It is apparent from the foregoing discussion that the need for increasing the number of individuals in STEM fields and careers is crucial to a thriving U.S. economy.

Despite multiple challenges associated with improving access to and participation in STEM education opportunities, the literature suggests that there are a number of things that can be done to help the U.S. achieve these goals.

Recommendations For Improving STEM Education

According to the National Research Council (2011), policymakers and education leaders at all levels can take the following actions to bring STEM K–12 education closer to fulfilling the goals that the country expects:

• Policymakers at the national, state, and local levels should elevate science to the same level of importance as reading and mathematics.
• Districts should devote adequate instructional time and resources to science in grades K–5.
• Districts should ensure that their STEM curricula are focused on the most important topics in each discipline, are rigorous, and are articulated as a sequence of topics and performances.
• Districts need to enhance the capacity of K–12 teachers to teach STEM. National and state policymakers should invest in a coherent, focused, and sustained set of supports for STEM teachers to help them teach in effective ways.
• Districts should provide instructional leaders with professional development that helps them to create the school conditions that appear to support student achievement (e.g., professional learning communities, Response to Intervention, extended learning opportunities, differentiation, etc.).
• States and national organizations should develop effective systems of assessment that are aligned with the next generation of science standards and that emphasize science practices.
• Federal agencies should support research that disentangles the effects of school practice from student selection, recognizes the importance of contextual variables, and allows for longitudinal assessments of student outcomes.

Conclusion

STEM is a meta-discipline—a convergence of science, technology, engineering, and math—that offers a student-centered, inquiry-based method of addressing and solving problems. A curriculum that is dedicated to a STEM approach can provide many opportunities for students. It can deepen the understanding of concepts by presenting them in a real-world context. It can engage a student who is good with hands-on tasks, but struggles with math. It can bring the excitement of science, engineering, and technology to the math whiz, while connecting students from around the globe. Most importantly, it can provide an avenue to higher education and ultimately to the jobs needed to shape the future of this country and fuel its economy.

States across the nation are taking steps to meet the challenges associated with improving STEM education. A few in the regions served by SEDL are establishing STEM academies, labs, and centers; offering STEM pre-service teacher preparation programs; providing professional learning opportunities for teachers; and offering courses and programs in aerospace, rocketry, and robotics. Details on these and other initiatives in the states of Georgia, South Carolina, and Texas are provided in the State Highlights section of this paper.

Resources

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AccessSTEM: The Alliance for Students with Disabilities in Science, Technology, Engineering, and Mathematics

http://www.washington.edu/doit/Stem/index.html

Funded by the National Science Foundation, the University of Washington’s AccessSTEM Knowledge Base helps K–12 teachers, postsecondary educators, and employers make classroom and employment opportunities in STEM accessible to individuals with disabilities.

K–12 Resources for Science, Technology, Engineering, and Mathematics Education

http://www.nsfresources.org/home.cfm

Resources and findings generated through educational research and development projects funded in part by NSF can help inform states and school systems that are developing strategies for improving K–12 STEM education.

PBS Teachers STEM Education Resource Center

http://www.pbs.org/teachers/stem/

PBS offers visitors to this site the opportunity to explore new ideas and new worlds related to STEM learning through television and online content.

Siemens STEM Academy

http://www.siemensstemacademy.com/

The Siemens Foundation, in partnership with Discovery Education, produced a national STEM education program for teachers. Designed to support educators in increasing student achievement, the National Teacher Academy is an online shared repository of STEM best teaching practices, which brings together science educators from around the country and provides an ongoing webinar series featuring leading scientists and experts in their field.

STEM Education Coalition

http://www.stemedcoalition.org/

The STEM Education Coalition works to support STEM programs for teachers and students at the U.S. Department of Education, the National Science Foundation, and other agencies that offer STEM-related programs.

State Highlights

Below are summaries of STEM education initiatives for the states of Georgia, South Carolina, and Texas as well as contact information for individuals in the state departments of education that may provide additional information.

Georgia

South Carolina

Texas

Briefing Papers are prepared to provide information to the departments of education of the states served by SEDL’s comprehensive centers. They address topics on education issues related to the requirements and implementation of the Elementary and Secondary Education Act (ESEA).
Wesley Hoover, PhD, SEDL President and CEO Vicki Dimock, PhD, SEDL Chief Program Officer Robin Jarvis, PhD, SECC Program Director Darlene Brown, PhD, SECC Project Director Dale Lewis, PhD, SECC Project Director Chris Times, MBA, SECC Communications Associate and Publication Editor
Briefing Paper Team: Beth Howard-Brown, EdD, Program Associate; Danny Martinez, MA, Program Associate; and Chris Times, MBA, Communications Associate
Alabama State Liaison: Mary Lou Meadows, EdD (lmeadows@sedl.org) Georgia State Liaison: Glenda Copeland, MA (gcopeland@sedl.org) Louisiana State Liaison: Robyn Madison-Harris, EdD (rmadison-harris@sedl.org) Mississippi State Liaison: Debra Meibaum, MAT (dmeibaum@sedl.org) South Carolina State Liaison: Beth Howard-Brown, EdD (beth.howard@sedl.org)
The Southeast Comprehensive Center is a project of SEDL SEDL Headquarters 4700 Mueller Blvd. Austin, TX 78723 800-476-6861 www.sedl.org	SOUTHEAST COMPREHENSIVE CENTER at SEDL 3501 N. Causeway Blvd., Suite 700, Metairie, LA 70002, 800-644-8671, secc.sedl.org
Copyright© 2012 by SEDL. SECC is one of 16 regional centers established by the U.S. Department of Education (ED). The primary goal of the regional centers is to build the capacity of the state education agencies and statewide systems of support to implement ESEA. Links to the other regional centers, the content centers, and ED may be found on the SECC Web site (secc.sedl.org). The contents of this publication were developed under a grant from ED. The contents do not, however, necessarily represent the policy of ED, and one should not assume endorsement by the federal government.

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