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using role models to increase diversity in STEM

机译：使用角色模型增加STEM中的多样性

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摘要

As American school systems march farther into the 21st century, the accessibility of role models, particularly in schools that serve large swaths of minority and low-income students, is disappearing. Students are not involved with community organizations, religious organizations, or after-school activities at the same rate they were even a decade ago, leaving them more isolated than ever before and devoid of opportunities to engage with role models who help them envision themselves in future careers. The impact role models have on K-12 students is not as easily measured as academic test scores, but is a significant part of developing interest, confidence, and academic behaviors that lead to a STEM career. Providing students with role models at home, in the classroom, and in the community is too often an overlooked but significant factor in how students see themselves as adults and how they connect what they do in K-12 classrooms with future careers. Perhaps increasing diversity in the STEM workforce begins with information and relationships developed early and often in the K-12 circuit via role models in a variety of domains.
机译：随着美国学校体系向21世纪迈进，榜样的可及性，尤其是在为大量少数民族和低收入学生提供服务的学校中，正在消失。学生没有像十年前那样参与社区组织，宗教组织或课后活动，这使他们比以往任何时候都更加孤立，也没有机会与榜样互动，从而帮助他们将来自我构想职业。榜样对K-12学生的影响不像学术考试成绩那样容易衡量，而是形成兴趣，信心和学术行为以促进STEM事业的重要组成部分。在家庭，教室和社区中为学生提供榜样，常常成为学生如何看待自己以及如何将他们在K-12教室中的工作与未来职业联系起来的重要因素。也许STEM员工队伍中日益增加的多样性始于早期开发的信息和关系，通常是通过各个领域的榜样在K-12电路中发展起来的。

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  • 来源
    《The Technology Teacher》 |2019年第3期|16-19|共4页
  • 作者

    Carrie Hutton;

  • 作者单位

    Calumet College of St. Joseph;

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  • 正文语种 eng
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