Walking the Path Together from High School to STEM Majors and Careers: Utilizing Community Engagement and a Focus on Teaching to Increase Opportunities for URM Students

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

“…These efforts include peer mentors (Stout, Dasgupta, Hunsinger, and McManus 2011;McCullough 2016), livinglearning residential programs with social and curricular ties (Dagley et al 2016;Grays 2013;Inkelas 2011;Maltby et al 2016;Ramsey, Betz, and Sekaquaptewa 2013;Soldner et al 2012;Szelényi, Denson, and Inkelas 2013;Szelényi and Inkelas 2011), residential halls for designated majors (Pistilli 2009), all-women colleges (Brand and Kasarda 2014), and partnerships between colleges and high schools to provide a connection to STEM students (Finkel 2017). Summer bridge programs also foster a connection to the program and the institution (Lane 2015).…”

Developing outreach events that impact underrepresented students: Are we doing it right?

“…While beyond the scope of this article, it is important to understand the underlying reasons for lower initial attitudes toward science in both minority and low SES students. The work of others suggests that it is possible that lower initial attitudes toward science are a result of negative experiences with a science teacher (van Aalderen‐Smeets, Walma van der Molen, & Asma, 2012), stigmas that exist especially for underrepresented students with respect to science (Chang, Eagan, Lin, & Hurtado, 2011; Settles, Cortina, Malley, & Stewart, 2006), or a lack of diversity in STEM teachers (Finkel, 2017). Research has shown that underrepresented students that have diverse teachers and mentors are more likely to succeed (Dee, 2004; Egalite & Kisida, 2018; Goldhaber, Theobald, & Tien, 2015; Syed, Goza, Chemers, & Zurbriggen, 2012; Villegas & Irvine, 2010).…”

Online Teaching in K-12 Education in the United States: A Systematic Review

“…Forty-two articles (16%) alluded to educators' limited knowledge and experiences regarding online delivery of K-12 schooling. Research has revealed the importance of teacher preparation for online teaching, both through preservice teacher preparation and professional development (e.g., Christensen & Alexander, 2020;Dawson & Dana, 2018;Moore et al, 2017;Pulham & Graham, 2018) as well as lending insight into the characteristics and/or skills of successful online teachers (e.g., Ferdig et al, 2009;Moore-Adams et al, 2016;Pulham & Graham, 2018) and the lack of preparation for teachers to teach online (e.g., Heafner & Handler, 2018;Trust & Whalen, 2020).…”

“…K-12 education is the terminology used in the United States, which generally refers to elementary and secondary school grades kindergarten (age 5-6) through grade 12 (age 17-18). This systematic literature review was conducted to provide an updated, methodologically robust review identifying effective online instructional practices specific to K-12 settings, as recent research has pointed to the need for additional evidence due to the constantly evolving nature of online and virtual learning environments (e.g., Arnesen, Hveem, et al, 2019;Barbour, 2019;Cavanaugh et al, 2004;Farmer & West, 2019;Ferdig et al, 2009;Greenhow & Askari, 2017;Heafner & Handler, 2018;Means et al, 2013;Molnar et al, 2019;Patrick & Powell, 2009;Picciano, Seaman, Shea, & Swan et al, 2012;Pulham & Graham, 2018). Though there is a formidable gap in the knowledge base in this area, there is concurrently an urgent need to synthesize the extant research to inform current and future practice based upon the realities pressed upon K-12 educational systems by the COVID-19 pandemic.…”