The Authentic Voice of Gifted and Talented Black Males Regarding Their Motivation to Engage in STEM (Science, Technology, Engineering and Mathematics)

This study explored the factors motivating gifted and talented Black males to engage in science, technology, engineering and mathematics (STEM). The specific problem addressed was the lack of motivation among Black males to engage in STEM education and STEM careers. The purpose of this study was to examine the factors motivating Black males engaged in STEM in an effort to inform administrators, educators, and programs seeking to increase Black males in STEM. Qualitative methodology was used to conduct focus groups with 20 gifted and talented Black males who currently attend the Illinois Mathematics and Science Academy (IMSA), as well as interviews with 25 gifted and talented Black male IMSA alumni. The STEM motivation trends developed are these: STEM is a progressive field which leads to success; learning/discovery of knowledge; solve problems to advance humanity; obligation to Black community/break negative stigmas; passion for STEM/ STEM enjoyment; competitive nature of STEM; and money. This study led to the design of a 5-step motivation-based program to encourage Black males to engage in STEM

2nd Annual Diversifying STEM Think Tank

Goal: To understand from the perspective of STEM professionals, educators, and diversity/inclusion officers strategies to diversify and strengthen the STEM education to career pipeline.https://digitalcommons.imsa.edu/dstt/1001/thumbnail.jp

1st Annual Diversifying STEM Think Tank

Goal: To understand from the perspectives of STEM professionals, Educators, and Diversity/Inclusion Officers strategies to diversify and strengthen the STEM education to career pipeline.https://digitalcommons.imsa.edu/dstt/1002/thumbnail.jp

IS STEM FOR ALL? Perspectives of Black and Latino Students on STEM Motivation

This presentation takes an intricate look at the factors that motivate gifted and talented Black and Latino students to engage in science, technology, engineering and mathematics(STEM). According to the literature, the U.S. workforce could employ as many as 140,000 additional Black and Latino college graduates in STEM fields annually if the gap in college completion by Blacks and Latinos closed to roughly match that of the White and Asian student graduation rates. Thus, the goal of this presentation is to inform administrators, educators, and programs of a 5-step motivation-based program that encourages Black and Latino students to engage in STEM

E2: EQUITY AND EXCELLENCE FRAMEWORK

Considering there is a national and global equity focused call to action, IMSA engaged in a process to institutionalize and operationalize Equity and Excellence to address educational inequities. This included policy development, capacity building to engage in equity work, an inclusive and comprehensive data collection methodology, data meaning making, as well as an equity and excellence plan and scorecard development. This presentation will provide participants with an understanding of educational equity, share tools to assist in drafting datainformed policy/plans, and provide a framework to score and measure progress in advancing equity. It will share how to approach equity and excellence in an inclusive manner, and how to confront any resistance that may arise from educational institutions prioritizing this work

Parents’ Perspective on Diversifying the STEM Education to Career Pipeline: Motivating Culturally and Linguistically Diverse Gifted/Talented Students to engage in STEM

According to the National Action Council for Minorities in Engineering (NACME), there is a lack of diversity in STEM (science, technology, engineering and mathematics) education and careers. The 2013 U.S. Census Bureau indicates that Blacks and Latinos are underrepresented in STEM, with each group making up less than 7% of the STEM workforce; while Whites are overrepresented, making up 70% of the workforce (2013). However, the 2016 Illinois STEM report card suggests that 24% of Black and 28% of Hispanic high school students are interested in STEM. The Research Consortium on STEM Career Pathways further indicates that 21% of Blacks and 27% of Latinos aspire to enter a STEM careers. Although approximately a quarter of Black and Latino students are interested in STEM and aspire to enter STEM fields, they have not demonstrated academic proficiency in math and science education. This is evident in the National Assessment of Educational Progress (NAEP), which shows that while 32 percent of White students and 47 percent of Asian students scored at proficient or above in math, only 7 percent of Black students and 12 percent of Latino students did (2013). In science, the average score was 163 for White students and 159 for Asian students, but 129 for Black Students and 137 for Latino Students (NAEP, 2011). Although these disparities exist, NACME believes that diversity in STEM leads to improved decision-making, enhanced innovation and better outcomes for business, and thus, have prioritized diversifying the STEM education to career pipeline (2011). They have implemented a 3-prong plan to address the issue that includes raising reading, math and science scores, training more teachers in STEM education, and encouraging more underrepresented minorities to enter STEM fields

D-STEM Equity Model: Diversifying the STEM Education to Career Pathway

This presentation will take an intricate look at the global and national value of Diversifying STEM in the United States of America. We will examine the racial inequities in the STEM education to career pathway, gain an understanding of why these inequities exist, reflect on how these inequities have been addressed and introduce a model to address these racial inequities. Several case studies focused on becoming a STEM agent of change in education will be shared, along with the Diversifying STEM Equity Model which connects several studies focused on factors that motivate Black and Latinx students to engage in STEM, as well as identifies and addresses issues related to the racial STEM divide; with the goal of informing diversifying the STEM education to career pathway

I’m Not Racist, Am I? Pre-session

The Illinois Mathematics and Science Academy values a diverse community where all members are able to participate fully in the IMSA experience. Incidents of bias and hate affecting a person or group create a hostile climate and negatively impact the quality of the IMSA experience for community members. IMSA takes such incidents seriously and will investigate and respond to reported or observed incidents of bias while under the jurisdiction of the Academy. At IMSA, a hate or “bias-related” incident is an act that demonstrates prejudice against the victim’s actual or perceived race, color, gender, sexual orientation, ethnic origin, religion, ability and/or political affiliation.https://digitalcommons.imsa.edu/dei_ianarai/1002/thumbnail.jp

Session B-2: Is STEM Truly for All: Motivating Black and Latino Students to Engage in STEM

This presentation takes an intricate look at the factors that motivate gifted and talented Black and Latino students to engage in science, technology, engineering and mathematics (STEM). According to the literature, the U.S. workforce could employ as many as 140,000 additional Black and Latino college graduates in STEM fields annually if the gap in college completion by Blacks and Latinos closed to roughly match that of the White and Asian student graduation rates. Thus, the goal of this presentation is to inform administrators, educators, and programs of a 5-step motivation-based process that encourages Black and Latino students to engage in STEM

D-STEM EQUITY MODEL…Diversifying the STEM Education to Career Pathway!!!

STEM (science, technology, engineering and mathematics) An interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy (National Center on Gifted and Talented, 2013)