Career and College Readiness for Underserved Youth: Educator and Youth Perspectives

Lindstrom, Lauren; Lind, John; Beno, Carolynne; Gee, Kevin A.; Hirano, Kara A.

doi:10.1177/0044118x20977004

Cited by 16 publications

(14 citation statements)

References 16 publications

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“…55 Lindstrom et al surveyed high school students and educators regarding their perceptions on career and college preparation: participants identified relationships between students and adults who could inspire, guide, and mentor them as one of the most important strategies to support academic readiness. 48 Results from a large meta-analysis of lab and field studies found that students from underrepresented racial/ethnic groups showed improved performance and interest in STEM when exposed to in-group role models; mentors similar in race and ethnicity to their students can have a large impact. 44 To better understand the experiences and beliefs of underrepresented students interested in STEM fields, Kricorian et al surveyed adults in STEM careers (71% female and 96% ethnic minority) about their belonging, identity, mindset, and views on STEM participation.…”

Section: Exposure To Role Modelsmentioning

confidence: 99%

Evaluating How Exposure to Scientific Role Models and Work-Based Microbadging Influences STEM Career Mindsets in Underrepresented Groups

Davis-Hall

Farrelly²,

Risteff³

et al. 2023

Biomed Eng Education

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Underrepresentation of female students and specific racial/ethnic groups persists in STEM despite decades of intervention. Evidence suggests a need to encourage interest in STEM fields at the middle-school level. Adolescent career aspirations are influenced by exposure to role models and mindsets, such as a sense of perceived personal capacity. The purpose of this study was to measure how exposure to role models and work-based microbadging affects students' mindsets related to pursuit of STEM careers. Middle school students rated their intent to pursue a STEM career before and after completing a series of Quest-Challenge pairs featuring role models, including a biomedical engineer, in the Couragion application, along with their confidence, motivation, and enjoyment through in-app surveys. Data from students in well-represented and underrepresented STEM demographics were compared. Intent to pursue a STEM career increased after Couragion app intervention. Divided into demographic groups, increases were observed in students from underrepresented racial/ethnic groups and female students. Students reported increased confidence, motivation, and enjoyment after interacting with the app. Additionally, students reported confidence in STEM career success and motivation to apply themselves academically. This study showed increased intent, confidence, motivation, and enjoyment in middle school students related to STEM careers. The Couragion app intervention effectively improved metrics that inform students' future academic and professional decisions. Widely implementing this type of intervention during middle school could help narrow the representation gap in STEM fields.

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Section: Exposure To Role Modelsmentioning

confidence: 99%

Evaluating How Exposure to Scientific Role Models and Work-Based Microbadging Influences STEM Career Mindsets in Underrepresented Groups

Davis-Hall

Farrelly²,

Risteff³

et al. 2023

Biomed Eng Education

View full text Add to dashboard Cite

show abstract

“…Having committed educators on the team was important to this process and to cultivating a college-going culture within the school (Gibbs-Grey, 2022; Lindstrom et al , 2022). This also included the pre-service teachers.…”

Section: Why Is Writing ‘Not Their Thang’? An Uneven Landscapementioning

confidence: 99%

“Writin’ain’t my thang”: creating high school student writers with ongoing support through an urban school–teacher education partnership

Perry

McMurtry

2023

ETPC

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Purpose The purpose of this paper is to explore the impact of a year-long writing intervention located in an urban high school in partnership with a university teacher education professor and the students. The goals were as follows: to increase student self-efficacy about writing overall; to increase the number of students who successfully improve scores on writing assessments; and to increase ACT exam scores, making students more qualified candidates for college admission. Design/methodology/approach The main method used for the research is a quantitative longitudinal study method, which involves collecting from each student, at pre-intervention and post-intervention, a writing sample. There are 54 students in the study. Findings Findings showed an increase in student proficiency overall, with an increase of 0.53 holistically. Effective writing instruction asks students to write often to develop their writing will and skill. There are many more factors beyond the teaching of “ACT prep” writing skills that must be considered, particularly when teaching marginalized groups. This study found that the following are important: building and sustaining positive rapport; using their language as part of the learning process; creating space for students to write regularly; writing on a variety of topics; reflecting on and monitoring their writing; and receiving timely and targeted feedback. Originality/value This paper discusses the impact of the writing intervention and describes the practices that were a part of the intervention for marginalized students in an urban school to increase their writing scores.

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“…An increasing number of studies have shown that involving high school students in college‐related activities is beneficial for students' college readiness and college retention rates (Conley, 2007; Holcomb‐McCoy, 2010; John et al, 2018; Lindstrom, Lind, Beno, Gee, & Hirano, 2020;Wimberly & Noeth, 2005). Tsinghua University is one of the top universities in China.…”

Section: Student Support: the Core Of The Authentic Partnershipmentioning

confidence: 99%

Developing Sustaining Authentic Partnership Between MBE Researchers and Local Schools

Liu

Zhang

2021

Mind Brain and Education

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One of the most important goals of Mind, Brain, and Education (MBE) researchers is bridging the connection between science and educational practice. To achieve this goal, we propose a novel authentic partnership model based on the analyses of demands, capacities, and responsibilities of both researchers and local schools. The Peiyuan Project in Beijing is introduced as an example to demonstrate the model. We argue that more discussions should be encouraged along this practical direction. More successful models and practices should be shared and learned to facilitate wider adoptions and further achievement of the MBE community.One of the most important goals of Mind, Brain, and Education (MBE) researchers is bridging the connection between science and educational practice (Stafford-Brizard, Cantor, & Rose, 2017). To achieve this goal, bidirectional interactions have been creatively conducted and theoretically summarized by the MBE community (e.g., Stafford-Brizard et al., 2017). One heated discussion that has drawn increasingly more attention in recent years is the return to the real context where education occurs to find evidence complementing the findings from well-controlled laboratory experiments. The development of wearable devices offers the opportunity by equipping scientists with handy devices with an acceptable degree of accuracy. Technically speaking,

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Career and College Readiness for Underserved Youth: Educator and Youth Perspectives

Cited by 16 publications

References 16 publications

Evaluating How Exposure to Scientific Role Models and Work-Based Microbadging Influences STEM Career Mindsets in Underrepresented Groups

Evaluating How Exposure to Scientific Role Models and Work-Based Microbadging Influences STEM Career Mindsets in Underrepresented Groups

“Writin’ain’t my thang”: creating high school student writers with ongoing support through an urban school–teacher education partnership

Developing Sustaining Authentic Partnership Between MBE Researchers and Local Schools

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