Delale-O'Connor Lori, Allen Alaine, Ball Mackenzie, Boone David, Gonda Rebecca, Iriti Jennifer, Legg Alison Slinskey
University of Pittsburgh.
Connect Sci Learn. 2021 Nov-Dec;3(6).
One way that institutions of higher education try to address racial inequities in STEM is through pre-college programs aimed at racially minoritized high school students. Out of school time and informal STEM programming have the potential to complement K-12 opportunities, and pre-college programs may support the development of infrastructure to increase admissions of minoritized youth in STEM fields. In this article, we focus on the recruitment of racially minoritized youth into pre-college STEM programs to better understand what works for youth and their families to both inform program practices and support clear pathways between STEM in K-12 schools and these programs. Drawing from three sources of data: (1) existing research and evaluation on recruitment; (2) program recruitment data from four pre-college programs currently serving racially minoritized youth, and (3) survey feedback from youth who have participated in these four programs, we examined the recruitment practices of programs designed to serve and support minoritized students. Through this work, we hope to reorient programming to better serving minoritized youth and supporting and enhancing K-12 STEM experiences to broaden STEM career pathways for racially minoritized students.
高等教育机构试图解决STEM领域种族不平等问题的一种方式是通过针对少数族裔高中生的大学预科项目。校外时间和非正式的STEM项目有潜力补充K-12阶段的机会，而大学预科项目可能有助于支持基础设施建设，以增加少数族裔青年在STEM领域的入学人数。在本文中，我们重点关注少数族裔青年参与大学预科STEM项目的招募情况，以便更好地了解哪些做法对青年及其家庭有效，从而为项目实践提供信息，并支持K-12学校的STEM教育与这些项目之间的清晰衔接。我们借鉴了三类数据来源：（1）关于招募的现有研究和评估；（2）来自目前为少数族裔青年服务的四个大学预科项目的招募数据；（3）参与这四个项目的青年的调查反馈，来研究旨在服务和支持少数族裔学生的项目的招募实践。通过这项工作，我们希望调整项目设置，以更好地服务少数族裔青年，支持和加强K-12阶段的STEM体验，为少数族裔学生拓宽STEM职业道路。
