Engaging diverse learners in STEM education

Angela Calabrese Barton Shari Rose

Michigan State University

Carmen TurnerBoys and Girls Club of Lansing

Support from the National Science Foundation

DRL # 0737642October 8, 2009

Framing a context for participation in STM in the urban setting

Stories and Counterstories of youth learning and engagement in science in high-poverty, urban communities.

Story: There is an under representation of women and minorities in STEM at every stage in pipeline (National Academies, 2007).

Counterstory: Jason and Carl with the River City Mayor. The students were a conducting a self-initiated survey for the Mayor’s office on what River City residents knew about the city’s “Go Green Initiative”.

Counterstory: “I can do this too. Be an engineer. I’m getting the science and math and computer skills I need. That is me one day” (Kara, 2008).

Story: Low-income and minority students show less interest in science (PISA, 2008).

Counter story

“Skool is boring cuz I can’t be me.” --Boss Doss, 2007

“Show that part of the movie where I am the funky, funky scientist.” --Boss Doss, 2007

“Boss Doss took 96 photographs of the UHI effect during a 2 hour data collection session down town. Not a single photo was of her friends, or silly, goofy picture. All focused intently on the UHI phenomenon and its impact on the River City community.” (Fieldnotes, July, 2007)

Cindy: Our data showed that River City shows an urban heat island effect downtown. How come no one has heard of it?

Story: Many urban teachers hold deficit views of who urban youth are and what they bring to learning (McIntyre, 1997).

Counterstory: Ok, I like the people to think of me as a smart intelligent person that knows what she’s talking about. And, and to think that she’s very smart and intelligent. Interview, Fall 2007

Learning from youth…

When we juxtapose story with counterstory, we can begin to see how some urban youth construct learning experiences in science in ways that

position them with knowledge, power and agency

• Year-round program, meets twice a week

• 40 youth per year, grades ages 10-14

• Summer Intensive Program

• Field Trips and Career Awareness

• Parental Involvement

• Engineer Mentors

• Community Share Fairs

GET City

Boys and Girls Club of River City

• 40-year history of serving the River City community

• Serves over 250 students per day from low-income and predominantly minority backgrounds, year-round

• Recently received grants from local foundations to fund a Mobile Learning Lab enabling wireless laptop technology for youth and parents

• Offers homework help, sports and leadership programs

Curriculum Overview for Cohort 1

Summer 2007: How healthy is Lansing: Is Lansing an Urban Heat Island

Fall 2007: Do we have an energy crisis? Winter 2008: Web site design Spring 2008 Part 1: Taking Action! Spring 2007 Part 2: Creating Community Awareness:

Earth Day Exhibition at City Hall Spring 2007, Part 3: Go Green Go Lansing: What do

Lansing residents know and do? Summer 2008: Topic: 100 mile diet: Eating, Energy, and

Environmental Sustainability

Curriculum Overview for Cohort 2

Fall 2008, Part: Community Building Activities Fall 2008, The New Green Economy Winter 2009, Alternative Energies: What are they and

where do they come from? Spring, 2009, Should Lansing build a new coal/biomass

hybrid power plant? Summer, 2009, Green Roofs: The Club and Beyond Fall, 2009, A Michigan Energy Solution: Personal

Practice & Global Challenges Fall, 2009, Becoming Energy Ambassadors Spring 2010, One Voice – Many Voices: Environmental

and Social Justice

IT Skill development

IT skill development

Strategies for youth participation

Developing local investigations that allow youth to connect content and skills with their community.

Finding out and then incorporating the values and concerns that youth bring to energy-related issues and using them as starting points for investigations.

Modeling acceptance of youth culture and encouraging and making space for youth to bring youth culture into GET City.

Positioning youth as experts in their community and providing them opportunities to see how and where

they can use various forums to educate the public. (see handout)