Collaborations Between Under-Resourced High School Students and STEM Professionals to Increase Participation in Science and Engineering Fairs



Abstract Views
802

Downloads
554

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Submitted Oct 26, 2021
Published Jan 4, 2022
10.24018/ejedu.2022.3.1.205

Abstract viewed = 802 times

Table of Contents

##plugins.themes.bootstrap3.article.main##

Industries in Science, Technology, Engineering, and Mathematics have enriched the economy of the United States. The US economy is dependent on educators to lead under-resourced high school students to STEM majors in college and careers through educational K-12 programs. Students who conduct high school research and participate in national and international science fairs receive substantial experiences to catapult them into STEM fields. High school students in the central region of Waterside School District have historically less participation in the regional science and engineering fairs than north and south regions due to lack of research skills acquired through collaboration and mentoring with STEM professionals to develop STEM projects. A program to connect the under-resourced students with STEM professionals to collaborate and mentor students about their research was implemented by the local school district. Scientific Research Saturday’s program was positively received by non-focused high school students, however, the target group had limited attendance. Recommendations for program revisions include e-mentoring for students to accommodate transportation, hosting the workshops in more central locations for the focus group, and incorporating reflections by STEM professionals after workshops to improve effectiveness of sessions moving forward.


Keywords: Equity in Education, Mentorship, Science and Engineering Fair, STEM Professionals, STEM Research, Under-resourced Secondary Students

References

  1. Estrada, M., et al. (2016). Improving underrepresented minority student persistence in stem. CBE life sciences education, 15(3), [es5]. https://doi.org/10.1187/cbe.16-01-0038
     Google Scholar
  2. Gregg, N., Wolfe, G. Jones, S., Todd, R., Moon, N., Langston, C. (2017). STEM E-Mentoring and Community College Students with Disabilities. Career Development and Transition for Exceptional Individuals, SAGE, 40 (4), 47-63.
     Google Scholar
  3. MacMillan Dictionary, https://www.macmillandictionary.com/dictionary/british/underresourced.
     Google Scholar
  4. Nelson, K., Sabel, J., Forbes, C., et al. (2017). How do undergraduate STEM mentors reflect upon their mentoring experiences in an outreach program engaging K-8 youth? International Journal of STEM Education, 4(3). doi:10.1186/s40594-017-0057-4.
     Google Scholar
  5. Oxford Learner’s Dictionary, https://www.oxfordlearnersdictionaries.com/definition/english/under-resourced
     Google Scholar
  6. Programme for International Student Assessment PISA. (2018). International student assessment (PISA) - Science performance (PISA)
     Google Scholar
  7. Sahin, A. (2013). STEM Clubs and Science Fair Competitions: Effects on Post-Secondary Matriculation, Journal of STEM Education, 14(1), 5-11.
     Google Scholar
  8. Şahin, E., Önder Çelikkanli, N., Onsekiz, C. (2014). The Impacts of a Secondary School Science Exhibition on The Students in Charge, NFE-EJMSE, 8(2).
     Google Scholar
  9. Trends in International Mathematics and Science Study (TIMSS). (2015). Trends in International Mathematics and Science Study (TIMSS)-Welcome to TIMSS and TIMSS Advanced Results from 2015
     Google Scholar
  10. Tenenbaum, L.S., Anderson, M.K., Jett, M. et al. (2014). An innovative near-peer mentoring model for undergraduate and secondary students: STEM focus. Innovative Higher Education, 39, 375-385. https://doi.org/10.1007/s10755-014-9286-3
     Google Scholar
  11. U.S. Department of Commerce. (2017). STEM Jobs. https://www.commerce.gov/news/reports/2017/03/stem-jobs-2017-
     Google Scholar