Awakening, Efficacy, and Action: A Qualitative Inquiry of a Social Justice‐Infused, Science Education Program

Abstract

This article describes an innovative application of a social justice-infused pedagogy to an out-of-school program for urban high school students. Using an interdisciplinary framework, the program featured a coherent synthesis of science, technology, engineering, and math (STEM) education, highlighting environmental and food justice perspectives; social justice education; and career and college planning. We used qualitative content analysis to analyze two separate interviews with six female and three male students of color ranging in age from 15 to 18 with an average age of 16.1 (SD=1.26) across an approximately 10-month time span. Utilizing a model of critical consciousness development as our organizing framework, we explored the students' understanding of environmental and food justice issues. Participants indicated that they were actively engaged in learning about food and environmental justice, exploring STEM careers, and investigating

Applying the Psychology of Working Theory for Transformative Career Education

“…We have infused these principles and practices in our efforts to date to design PWF-/PWT-informed career education with community partners in a range of school and community settings. For example, as part of an out-of-school program for urban high school students, problem posing pedagogy, science, technology, engineering, and mathematics (STEM) education, and career and college planning were blended in a unique way to promote CC and interest in STEM careers (Kozan et al, 2017). In recognition that racially diverse, low-income youth are often overtly or covertly dissuaded from careers in STEM related to a range of structural barriers, the curriculum sought to foster CC through critical questioning and youth PAR.…”

“…Social action was promoted as they applied their emerging STEM knowledge to eradicate these injustices, through activities such as growing hydroponic vegetables and selling them at affordable prices through an urban farmer’s market. Program evaluation revealed that students gained an appreciation of the importance and relevance of STEM to their lives and demonstrated growth across the three dimensions of CC including critical awareness, critical motivation, and social action (Kozan et al, 2017). Consistent with evidence that CC is associated with progress in career development (Diemer & Blustein, 2006; Diemer, 2009), the students also experienced a sense of purpose for acquiring STEM knowledge and expressed high levels of engagement and agency in college and career planning.…”

“…We are also in the process of empirically assessing a PWT theoretical model for youth and assessing program and student outcomes. The STEM social justice, career education and PAR intervention, which included weekly sessions on Saturdays across the school year and over winter and spring break, along with 2 weeks during the summer, was effective in increasing critical awareness, critical motivation, and social action, as well as student engagement in college and career planning (Kozan et al, 2017). Preliminary findings from the evaluation of the summer internship program indicate that students demonstrated significant growth in sense of purpose, school engagement, career adaptability, and work volition over a 6-week program period.…”

The Strengths-Based Inclusive Theory of Work

“…Underrepresented, marginalized, and/or low income populations, in particular, struggle to access educational resources and opportunities that are critical to work (Wilson, 2012). Research suggests that social justice-oriented education and interventions that address social inequities may be an effective mechanism to promote academic and work outcomes among marginalized groups (e.g., Diemer, 2009;Diemer & Blustein, 2006;Kozan et al, 2017).…”

Person- and System-Focused Prevention in Preparing Youth to Navigate an Uncertain Work Future

“…Kenny and colleagues (Kenny, Blustein, et al, 2019; Kenny, Liang, et al, 2019) offer examples of PWT informed CDE programs that integrate work-based learning experiences with workshops intended to promote CC, sense of agency, purpose development, and social capital in a context of supportive adult relationships. Kozan et al (2017) describe how CC can be cultivated through career development and science, technology, engineering, and mathematics (STEM) education programs with the intention of fostering student interest in studying STEM subjects and pursuing STEM careers. Patel (2013) demonstrates how critical reflection can be fostered by adult mentors who support immigrant youth in reflections on identifying and navigating issues of power and status in internships settings, along with a focus on the development of personal and workplace skills.…”