Presentation on theme: "By Renee Jenkins Ed.D. Candidate EDUC-8101-17 March 16, 2011."— Presentation transcript:
By Renee Jenkins Ed.D. Candidate EDUC March 16, 2011
Why is improving STEM proficiency so critical for Americans? Who are the groups underrepresented in STEM programs & professions? What do Paulo Freire’s tenants of education as liberation imply for helping underrepresented STEM learners? What are some practical applications of helping adult learners use tenants of education as liberation to master STEM subjects?
Supplemental Handout: Artifact3HandoutforOninePresRJenkins.doc If you were a genie what belief would you give all children about life; about the importance of science, technology, engineering and math (STEM)? What do you believe are some reasons that more African Americans, Latino Americans and women do not become scientists, computer scientists, engineers and mathematicians? Define the following: Education Culture Liberation The role of culture and education in promoting individual and group reality, liberation as well as power.
Why is improving STEM proficiency so critical for Americans? Who are the groups underrepresented in STEM programs & professions?
57% of American high school students do not meet the requirements for entry-level college math courses; 71% do not meet the requirements for entry-level science courses (ACT, 2010) Only 15% of college students choose STEM majors (Inside Higher Education, 2011) Since 1995, African/Latino/Native Americans received only 12% of bachelor’s degrees in engineering (National Action Council for Minorities in Engineering, 2010) Only 10% of practicing engineers are women; <1% are African Americans; <1% are Latino Americans (National Science Foundation, 2011)
For those groups underrepresented in STEM programs + professions, given historical challenges and images there is an even greater need to change their perceptions of STEM as well as provide them with improved support from K-16.
Consider the toy aisles for girls and boys. In general, what messages do girls and boys receive from toys regarding their roles and capabilities?
Consider history lessons and media images. In general, what messages do Americans receive about the types of people who are capable of STEM?
What do Paulo Freire’s tenants of education as liberation imply for helping underrepresented STEM learners?
Achievements of Their Group Excluded from Historical Accounts & Ongoing Negative Media Projections Internalized Explicit & Implicit Bias of Parents, Teachers and Other Adults Limited Community + Family Awareness with Few STEM Role Models Limited Access to STEM Opportunities, Teachers, Resources, Courses & Academic Programs Freire Identified Key Reason for Underrepresentation: Cultural Invasion Not Conditioned to See Selves as Intellectual Leaders (i.e., Scientists, Technologists, Engineers, Mathematicians) Responsible for Solving Their Cultural/Community Problems
As noted by Freire, historically oppressed groups (i.e., African Americans, Latino Americans and Women) Suffer from cultural manipulation & invasion Are largely unaware of the importance of cultural identity & history Define their purpose based on values not of their own culture’s making Come to believe that there purpose is to serve dominant interests which are not their own End up cut off from making more conscious empowering choices that result in their solving their own problems, namely, reclaiming their liberation pedagogy of the oppressed PAULO FREIRE pedagogy of the oppressed PAULO FREIRE
Consciousness Definition of Reality Love for Self & Community Sense of: Relevance Competency Ambition Purpose Worth Allocation of Resources (Akbar, 1995; Freire, 2000; Woodson, 2009) Explicit or implicit knowledge of one’s culture dictates in a positive and negative way:
Given that ambition is a product of cultural messages and opportunities, historically oppressed groups (i.e., African Americans, Latino Americans and Women) to serve their own interests must: Recognize & resist their oppression Unite in their quest to define reality for themselves using humanizing dialogical practices Control & use cultural resources to solve their own problems. Cultural resources include Ambitions/Desires/Values Art/Music/Media Education – Parenting & Teaching History Investments – Time, Labor, Land Money Religion & Spiritual Traditions Challenge the voices of internalized oppression that keeps them crippled by dependence on those that will not and/or cannot serve their interests PEDAGOGY FOR FREEDOM Ethics. Democracy. And Civic Courage PAULO FREIRE PEDAGOGY FOR FREEDOM Ethics. Democracy. And Civic Courage PAULO FREIRE
What are some practical applications of helping adult learners use tenants of education as liberation to master STEM subjects?
“We will strive to understand, address, and eliminate factors that contribute to the higher mortality from breast cancer experienced by African American women compared with women of other racial and ethnic groups.” (National Cancer Institute, n.d. ) Example: Robotics Project Vision Statement for GIFTS, a mentoring program for African American girls and their mothers. What if African American women felt that they had a responsibility for the following?
Revolutionary Teaching Geometry in Construction Building homes for low income families while increasing Latino & female success in higher level math classes Ongoing Commitment Dr. Aprille Joy Ericsson (Mechanical Engineer ) & Project Exploration Connecting underrepresented students with their history, mentors, grants, internships and employment opportunities Historically Black Universities
Help students of color and female students connect to more empowering images of themselves by: Seeing selves as capable superheroes Feeling responsible to and for serving a higher cultural/communal purpose
Accept & teach that there are no quick and simple answers Build on cultural values – spirituality, communal learning, service learning, etc. Model how to deal with internal & external bias by becoming conscious of own bias & tendencies to dominate Demonstrate how to become creators versus passive consumers of science & technology Facilitate culturally relevant dialogue & curriculum Provide and connect learners with mentors & tutors who look like them (must be ongoing) Build exposure/confidence with hands-on STEM school & in the community Provide communities with ongoing teacher & parent training Treat efforts as partnerships (i.e., parents, educators, community members all must take an proactive role)
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Presented by Renee Jenkins
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