Pathways to the Geosciences Summer High School Program: A Ten-Year Evaluation

Carrick, Tina; Miller, Kate C.; Hagedorn, Eric; Smith-Konter, B. R.; Velasco, A. A.

doi:10.5408/15-088.1

Cited by 25 publications

(2 citation statements)

References 11 publications

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“…Many of the students who participated in programming would not have been able to participate in summer programming in lieu of a part-time summer job to help support their families. So the stipends were critical to enrollment and retention in programming (Carrick et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

Description of a Twenty-Year Initiative to Bring STEM Career Exploration to Urban Minority Youth in Kansas City, Kansas: Multi-Sector Investment and Program Evolution

Wickliffe

Coates

Rodas

et al. 2020

JSTEM

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Since 1999, the Kansas K-12 Initiative has generated almost $21 million from university, school district, private foundations, and federal sources to support the development of multiple STEM programs in Kansas City, Kansas. Program goals were to engage urban minority youth in STEM education, increase college readiness, and provide motivation for STEM careers. Over the 20-year period, these programs had 3,547 participants. Ninety percent of program graduates were racial and ethnic minorities. Almost all seniors (98% on average) enrolled in college, and 70% of students who declared a major, declared a STEM major. Programmatic findings demonstrate that STEM programming is widely supported, feasible, and effective on the measure of post-secondary education matriculation. This program description highlights the necessary evolution of programming over two decades with multiple funding sources, giving insight into sustained partnerships, commitment of staff, and long-term engagement of students.

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Section: Resultsmentioning

confidence: 99%

Description of a Twenty-Year Initiative to Bring STEM Career Exploration to Urban Minority Youth in Kansas City, Kansas: Multi-Sector Investment and Program Evolution

Wickliffe

Coates

Rodas

et al. 2020

JSTEM

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“…Several authors have investigated the "geoscience pipeline" in an attempt to map career trajectories from secondary (or pre-college) school to higher education and on into the workplace (e.g., Levine et al, 2007;Gonzales and Keane, 2009;Houlton, 2010;LaDue and Pacheco, 2013). While a number of these projects have focused on specific aspects of diversity such as race and/or ethnicity (e.g., Gannet Hallar et al, 2010;Carrick et al, 2016) and gender (e.g., Canetto et al, 2012;, little attention has been paid to learners with disabilities. Yet learners with disabilities represent a talented population with a diverse perspective of the natural environment and the same potential to become expert, professional geoscientists.…”

Section: ■ Introductionmentioning

confidence: 99%

Making geoscience fieldwork inclusive and accessible for students with disabilities

et al. 2019

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Fieldwork is a fundamental characteristic of geoscience. However, the requirement to participate in fieldwork can present significant barriers to students with disabilities engaging with geoscience as an academic discipline and subsequently progressing on to a career as a geoscience professional. A qualitative investigation into the lived experiences of 15 students with disabilities participating in a one-day field workshop during the 2014 Geological Society of America Annual Meeting provides critical insights into the aspects of fieldwork design and delivery that contribute to an accessible and inclusive field experience. Qualitative analysis of pre- and post-fieldwork focus groups and direct observations of participants reveal that multisensory engagement, consideration for pace and timing, flexibility of access and delivery, and a focus on shared tasks are essential to effective pedagogic design. Further, fieldwork can support the social processes necessary for students with disabilities to become fully integrated into learning communities, while also promoting self-advocacy by providing an opportunity to develop and practice self-advocacy skills. Our findings show that students with sensory, cognitive, and physical disabilities can achieve full participation in field activities but also highlight the need for a change in perceptions among geoscience faculty and professionals, if students with disabilities are to be motivated to progress through the geoscience academic pipeline and achieve professional employment.

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From opportunity gap to opportunity yield: The benefits of out-of-school authentic mentored research for youth from historically marginalized communities in STEM

Hammerness,

Gupta,

Chaffee

et al. 2024

Journal of Applied Developmental Psychology

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Pathways to the Geosciences Summer High School Program: A Ten-Year Evaluation

Cited by 25 publications

References 11 publications

Description of a Twenty-Year Initiative to Bring STEM Career Exploration to Urban Minority Youth in Kansas City, Kansas: Multi-Sector Investment and Program Evolution

Description of a Twenty-Year Initiative to Bring STEM Career Exploration to Urban Minority Youth in Kansas City, Kansas: Multi-Sector Investment and Program Evolution

Making geoscience fieldwork inclusive and accessible for students with disabilities

From opportunity gap to opportunity yield: The benefits of out-of-school authentic mentored research for youth from historically marginalized communities in STEM

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