We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy.

/pdf/equity-oriented-conceptual-framework-for-k-12-stem-literacy-2r4v7qapv8.pdf

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Computational thinking is an essential skill for full participation in society in today’s world (Wing, 2006). Yet there has been little discussion about the teaching and learning of computational thinking to English learners. In this paper, we first review what computational thinking is, why it is important in education, and the particular challenges faced in teaching computational thinking to speakers of English as a second language. We then discuss some approaches for addressing these challenges, giving examples from two recent K–12 initiatives in which we have been involved.

/pdf/teaching-computational-thinking-to-english-learners-3fzr03xgqm.pdf

Teaching computational thinking to English learners

This full paper in the research track presents how individuals in computing education may have role models that represent different ways of engaging in the discipline and/or profession as a student or a professional. The study is based on two rounds of interview-based data collection at a department of computing: a longitudinal study of undergraduate students’ view of the discipline, and an examination of their teachers’ experiences as role models in computing education. Our results challenge traditional views of role models as those who set the norms, presenting instead role models as potentially capable of change, at different scales (including none), depending on their level of power. These role models are students, academics, and other professionals. We show that the potential of role models must be understood with respect to how engagement in computing is constructed in social interaction. Actions are suggested for relevant stakeholders to reflect on which role models are receiving more or less exposure than they should and how through these role models participation in computing can be broadened in terms of not only diverse backgrounds but also ways of engaging in computing.

/pdf/participating-under-the-influence-how-role-models-affect-the-4i6av04sri.pdf

“Participating Under the Influence”: How Role Models Affect the Computing Discipline, Profession, and Student Population

This full research paper contains a vocabulary to describe role modeling in engineering education. The term role model is widely used in the literature, particularly in broadening participation. However, it is loosely defined. Both its everyday and academic use varies. This was also observed during our interviews with teachers in the discipline: there was no consensus on what a role model is nor on the meaning of adjectives used to describe a role model. Considering the benefits of role models and the need for terminology that supports a common understanding of role modeling, we have developed a vocabulary around this phenomenon. We aim to support educators by providing them with a means to reflect on different dimensions of role modeling. We define what a role model in engineering is, and what they may model: an aspect (a competency, a character attribute or an attitude) or an achievement. Main actors and types of awareness and intention of the modeling are covered, as well as how the modeling may be perceived by others. We indicate differences and overlaps with terms such as mentor. Finally, we discuss challenges due to subjectiveness: who defines the norm for what an ideal professional in engineering is?

/pdf/lost-for-words-defining-the-language-around-role-models-in-5ahxgqh1io.pdf

Lost for Words! Defining the Language Around Role Models in Engineering Education

What Makes a Professional Chemist? Embedding Equality, Diversity, and Inclusion into Chemistry Skills Training for Undergraduates

Seeing themselves represented in the role models they aspire to, has been shown to be important to students' sense of belonging and success. Underrepresented college students in STEM fields are exposed to only a small set of role models. This set often consist of famous individuals with extraordinary stories (we call these outliers), and represent unfeasible paths to success for a large majority of these students. We aim to remedy this by identifying a set of role models who represent more feasible paths to success (we call these non-outliers) for many underrepresented students. We contend that, despite the less extraordinary success and stories of non-outliers, they share important qualities with outliers. We envision a “People Like Me” website based on profiles of this broader set of role models that can be used as a tool for recruitment and retention. Our current work is to (1) identify role model qualities from the perspective of students, (2) identify and create profiles of non-outlier role models based on these qualities, and (3) test if students are accepting of these non-outliers as potential role models. We have completed steps (1) and (2), and have found that non-outliers do exhibit the qualities our student sample pool seeks in role models.

/pdf/people-like-me-increasing-likelihood-of-success-for-2fvmr9ixok.pdf

People like me increasing likelihood of success for underrepresented minorities in STEM by providing realistic and relatable role models

The Workshop Program at the University of Rochester infuses collaborative learning into a variety of introductory STEM and non-STEM courses through small, weekly, peer-led problem-solving sessions called "Workshops." Decades of data from these Workshops indicate that 1) American Indian, Black, Hispanic, and Native Hawaiian students are less likely to attend them than White and Asian students and 2) that every additional Workshop students attend correlates with higher final course grades. To address this situation, the UR Workshop Program has partnered with the People Like Me project at Bucknell University. Before the start of the Fall 2018 semester, Workshop leaders were asked to respond to the People Like Me survey questions, and we crafted their responses into profiles. We then posted these profiles for students in the courses to view on a platform on which we could track those views at the individual student level. In this work-in-progress, we hope to answer the question: to what extent does viewing personal information about Workshop leaders affect students' likelihood to attend Workshops? Keywords—systemically marginalized students, attendance, role models, building community, peer-led team learning

Leaders Like Me

This research work-in-progress paper is part of a larger project that aims to develop personal values-based matching of role models, mentors, and coaches with the populations they serve. In previous work, we developed a process for generating profiles of role models that reflected the values of the population the role models were serving (underrepresented minority students in STEM). In short, we performed qualitative emergent thematic analysis on focus group data from underrepresented minorities in STEM to identify the qualities this population valued in role models. These qualities were used to develop a survey for potential role models (STEM alumni of the same institution) and the survey was subsequently used to develop profiles for the role model candidates. These profiles were well received by our original focus group participants. We have since run an analogous study at another institution using nearly the same survey to develop profiles of potential mentors. Here the mentors are upperclassmen, and the population they are serving includes all students in introductory STEM courses, though we remain particularly interested in underrepresented minorities. In this paper we present a simple textual comparison of the two sets of profiles as a first step in a comparative analysis of these profiles. The results will inform future work as we seek to further differentiate between role models, mentors, and coaches, and develop a robust method for increasing access to/successful matching of these important support structures and the students who need them.

/pdf/textual-comparison-of-role-model-and-mentor-profiles-4kmp0yb28i.pdf

Textual comparison of role model and mentor profiles developed to increase participation of underrepresented minorities in STEM

Despite efforts to increase participation of racial and ethnic minorities (excluding Asians) in science, technology, engineering and mathematics (STEM) in the United States, this group remains underrepresented in these fields. Many efforts to increase minority participation focus on support structures to help this group “get through” the pipeline. However, less attention has been paid to increasing their intrinsic motivation to pursue careers in STEM. Our work is focused on increasing this intrinsic motivation, looking at role models as external influences. Underrepresented minorities are faced with a limited role model pool and in many cases with role models (who we call outliers) whose paths to success and extraordinary achievements are difficult to emulate for the large majority of students. In this study of a representative sample of underrepresented minority students at a predominantly white small private liberal arts university, we show that students are accepting of non-outlier role models who are relatable and embody the qualities typically associated with the existing role models that they value. The evidence suggests that a larger more diverse pool of role models, that represent more feasible paths to success, can be created for this group. We envision a “People Like Me” website based on such a pool as a tool for increasing motivation and persistence of underrepresented minorities in their pursuit of STEM professions.

/pdf/people-like-me-providing-relatable-and-realistic-role-models-1v2h8gjwe8.pdf

People Like Me: Providing relatable and realistic role models for underrepresented minorities in STEM to increase their motivation and likelihood of success

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People like me increasing likelihood of success for underrepresented minorities in STEM by providing realistic and relatable role models

Leaders Like Me

Textual comparison of role model and mentor profiles developed to increase participation of underrepresented minorities in STEM

People Like Me: Providing relatable and realistic role models for underrepresented minorities in STEM to increase their motivation and likelihood of success