scholarly journals A University-High School Partnership for Introduction to Engineering: Building Community with Underrepresented Students (Evaluation)

2021 ◽  
Author(s):  
Shazib Vijlee ◽  
Jamie Merritt
Keyword(s):  
High School ◽  
Underrepresented Students ◽  
Building Community ◽  
School Partnership

scholarly journals “It’s Never Too Late”: High School Counselors’ Support of Underrepresented Students’ Interest in STEM

2021 ◽  
Vol 11 (2) ◽  
pp. 143-160
Author(s):  
Autumn L. Cabell ◽  
Dana Brookover ◽  
Amber Livingston ◽  
Ila Cartwright
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Phenomenological Study ◽  
School Administrators ◽  
Underrepresented Students ◽  
High School Counselors ◽  
Career Interests ◽  
School Students ◽  
Diversity In Stem

The purpose of this study was to contribute to the literature surrounding school counselors and their support of underrepresented high school students who are interested in science, technology, engineering, and math (STEM). The influence of context on school counseling was also explored, in particular practicing during the COVID-19 pandemic. Through this phenomenological study, nine high school counselors were individually interviewed, and four themes emerged. These themes were: (a) professional knowledge surrounding issues of diversity in STEM, (b) training related to the needs of underrepresented students in STEM, (c) active engagement in supporting underrepresented students’ STEM career interests, and (d) barriers related to supporting underrepresented students’ STEM interests. This article includes implications for (a) how school counselors can support underrepresented students’ STEM interests, particularly during the COVID-19 pandemic; (b) how counselor educators can contribute to STEM-related research and training; and (c) how school administrators can support school counselors’ STEM initiatives.

Building Community in a Pluralist High School

2018 ◽  
pp. 375-394 ◽  
Author(s):  
SUSAN L. SHEVITZ ◽  
RAHEL WASSERFALL
Keyword(s):  
High School ◽  
Building Community

Case Study of a New Engineering Early College High School: Advancing Educational Opportunities for Underrepresented Students in an Urban Area

2019 ◽  
Vol 30 (3) ◽  
pp. 235-267
Author(s):  
Cindy M. Gilson ◽  
Michael S. Matthews
Keyword(s):  
High School ◽  
Underrepresented Students ◽  
Early College High School ◽  
Early College ◽  
School Structure ◽  
Highly Qualified ◽  
Stem Pipeline ◽  
And Mathematics ◽  
Ninth Grade Students

In response to the pervasive problem of making college more accessible to at-risk and underrepresented populations, the early college high school (ECHS) model has gained popularity. However, limited research exists on engineering-focused ECHSs (EECHS). Given the current demand for diverse and highly qualified engineers in the workforce, further research on EECHSs that potentially support the science, technology, engineering, and mathematics (STEM) pipeline is warranted. We examined the perceptions of six teachers, 10 ninth-grade students, and one principal at a newly formed EECHS. Our qualitative analyses revealed numerous successes and few challenges related to the school’s culture, curriculum, and instructional practices. General findings that might apply to all ECHS programming included the school’s small size, the benefits of developing caring and supportive relationships, and a common focus on preparing students for future academic and career success. We discuss key implications of these findings within the context of replicating an EECHS program or similar school structure.

University and High School Partnership: Challenging Physics II Students

2003 ◽  
Vol 41 (4) ◽  
pp. 222-226
Author(s):  
Joan Mackin ◽  
Paul E. Sokol
Keyword(s):  
High School ◽  
School Partnership

STARS Computing Corps: Enhancing Engagement of Underrepresented Students and Building Community in Computing

2016 ◽  
Vol 18 (3) ◽  
pp. 44-57 ◽  
Author(s):  
Jamie Payton ◽  
Tiffany Barnes ◽  
Kim Buch ◽  
Audrey Rorrer ◽  
Huifang Zuo ◽  
...  
Keyword(s):  
Underrepresented Students ◽  
Building Community

Does Vocational Still Imply Tracking? Examining the Evolution of Career and Technical Education Curricular Policy in Texas

2017 ◽  
Vol 33 (7) ◽  
pp. 1002-1046 ◽  
Author(s):  
Matt S. Giani
Keyword(s):  
High School ◽  
Vocational Education ◽  
Career And Technical Education ◽  
Social Stratification ◽  
Technical Education ◽  
Underrepresented Students ◽  
Economic Benefits ◽  
Career And Technical ◽  
Postsecondary Access ◽  
Perkins Iv

Vocational education has historically been viewed as a mechanism for reinforcing social stratification by channeling underrepresented students into pathways with limited educational and economic benefits. However, vocational education has evolved significantly over time, most notably with the shift to career and technical education (CTE) in the Carl D. Perkins Act of 2006 (Perkins IV). Texas began reforming its approach to CTE around 2009 in response to Perkins IV. This study compared demographic patterns in CTE participation and the relationship between CTE concentration and postsecondary access for two cohorts of Texas high school graduates, the latter of which began high school under the new CTE policy. The results reveal limited stratification in CTE participation and a positive relationship between CTE concentration and postsecondary access overall, and in particular enrollment in public 4-year colleges, for the latter cohort. The results suggest CTE may be becoming more effective at providing pathways to postsecondary.

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