Pathways vs. Pipelines to Broadening Participation in the Stem Workforce

Fealing, Kaye Husbands; Lai, Yufeng; Myers, Samuel L.

doi:10.1615/jwomenminorscieneng.2015004760

Cited by 28 publications

(23 citation statements)

References 23 publications

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“…The experts also have the opportunity to share their stories and paths taken that led to their current careers. These shared experiences can serve as an inspiration for the students to follow an otherwise unknown path (11,19). Recent studies have suggested that instead of continuing to approach STEM education as an often "leaky" pipeline, we should encourage an alterna-tive pathway model (19).…”

Section: Resultsmentioning

confidence: 99%

“…These shared experiences can serve as an inspiration for the students to follow an otherwise unknown path (11,19). Recent studies have suggested that instead of continuing to approach STEM education as an often "leaky" pipeline, we should encourage an alterna-tive pathway model (19). In the pathway model, there are multiple routes towards the required training for science careers (19).…”

Section: Resultsmentioning

confidence: 99%

“…Recent studies have suggested that instead of continuing to approach STEM education as an often "leaky" pipeline, we should encourage an alterna-tive pathway model (19). In the pathway model, there are multiple routes towards the required training for science careers (19). The second part of this model highlights that the underlying problem is not an undersupply of graduates in science but barriers that undervalue these alternative routes taken by women and minorities (19).…”

Section: Resultsmentioning

confidence: 99%

“…In the pathway model, there are multiple routes towards the required training for science careers (19). The second part of this model highlights that the underlying problem is not an undersupply of graduates in science but barriers that undervalue these alternative routes taken by women and minorities (19). Creating partnerships that encourage alternative pathways can help bridge gaps where we often lose future scientists, such as lack of mentorship, role models, and networks, while increasing these students' socioeconomic mobility and inclusion in the STEM community (13,20).…”

Section: Resultsmentioning

confidence: 99%

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Inclusive Science: Inspiring 8th Graders from Underrepresented Groups to Embrace STEM with Microbiology and Immunology

Shoemaker¹,

Jesús²,

Feguer³

et al. 2020

J Microbiol Biol Educ.

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Inclusivity in STEM requires practices that include transforming the culture in a classroom. This can be done not only by placing value on diversity but also by providing an engaging student experience, instilling a sense of belonging, and encouraging students at all levels to use a critical lens to solve problems. As a way to develop an inclusive science curriculum for students in a community that is among the poorest in New York state, local STEM organization Rise High Inc. partners with experts in STEM fields, K-12 educators, mentors, and community organizations to create sustainable low-cost, high-quality, engaging, and relevant content that sparks curiosity and exploration for this underserved community. The educators and mentors also have a unique opportunity to develop self-awareness about their own pathways and how they can use their experiences to enrich the classroom. An exemplary case is this highly interactive two-part instructional module in Microbiology and Immunology, which targets 8th graders and was designed in partnership with a local expert in these fields. This module offers creative means to learn and apply knowledge in realistic ways, while using easy-to-access materials in classrooms.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Inclusive Science: Inspiring 8th Graders from Underrepresented Groups to Embrace STEM with Microbiology and Immunology

Shoemaker¹,

Jesús²,

Feguer³

et al. 2020

J Microbiol Biol Educ.

View full text Add to dashboard Cite

show abstract

“…However, even with positive hiring outcomes such as those reported by the Big Ten AGEP Alliance, there is still a need for inclusivity within the professoriate, as well as the need to address structural issues. 20 This can be addressed by institutional change, such as those initiatives AGEP and ADVANCE support.…”

Section: Broadening Participation In the Professoriatementioning

confidence: 99%

Career Arcs that Blend Industry, Government and Military Service with Faculty Experiences to Increase Diversity in the Engineering Professoriate

Bates¹,

Jones²,

Arnold³

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Dual credits and the community college pathway toward STEM degrees

Hu,

Menees

2024

New Drctns Community Coll

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Community colleges are an important entry point and pathway for students to obtain a postsecondary degree in science, technology, engineering, and math (STEM) fields. To broaden STEM participation and increase STEM persistence, it is important to support community college students’ college‐level course completion and academic performance. This article explores whether earning dual credits in high school is related to community college students’ probability of completing any STEM/career and technical education (CTE) degree or persisting in a STEM program at a 4‐year institution. Using a nationally representative dataset, we find that earning dual credits, especially in the subject of math/science, is positively associated with community college students’ STEM/CTE success. We conclude the article with implications, recommending practitioners to highlight the benefits of dual credit on STEM success, streamline high school collaborations into STEM access and success strategy, and reimagine the role of CTE programs in STEM success for community college students.

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Pathways vs. Pipelines to Broadening Participation in the Stem Workforce

Cited by 28 publications

References 23 publications

Inclusive Science: Inspiring 8th Graders from Underrepresented Groups to Embrace STEM with Microbiology and Immunology

Inclusive Science: Inspiring 8th Graders from Underrepresented Groups to Embrace STEM with Microbiology and Immunology

Career Arcs that Blend Industry, Government and Military Service with Faculty Experiences to Increase Diversity in the Engineering Professoriate

Dual credits and the community college pathway toward STEM degrees

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