Using Stereotypes to Connect With Our Children and Encourage Them To Achieve in Math and Science

This week I attended a training on Cultural Competency; which is a nutshell is being aware of the diversity of student populations that you serve. This training is mainly given in urban areas because they serve a population of students with a diverse backgrounds. Most individuals in education do it with good intentions because they really want to make a difference in the lives of children, however at times they end up doing more harm than good because they don't understand how to work with children of diverse backgrounds. One of the topics we discussed during this training was stereotypes that are given to various ethnic groups and genders. The trainer stated that at times stereotypes that are simply describe the typical behavior or characteristics of a group, not any of those that are demeaning and degrading, can be used to help you connect with children of that group. Since I am African American and woman, I will use stereotypes with those groups to show how you can use those stereotypes to introduce kids to and help them connect with STEM.

One of the stereotypes for African Americans is that we are fast, good at sports and performing arts. Those stereotypes are true for members of our community because they have been several successful African American athletes and performing artists. However, the reality of the situation is that no matter how good you are in sports or performing arts, a vast minority of the students that have talents in those fields are able to make a decent living or become wealthy from these careers. Therefore we have to allow our students to pursue those interests, but also steer them to pursue other interest towards careers that they can go to college and graduate school to become successful in that career path. In order to help students connect science and math with sports, there are several principles and disciplines of math and science that you can introduce your students to and make a connection between their interests outside of STEM. You can talk about speed, velocity, buoyancy and other principles of physics when describing a variety of sports such as track, football, baseball and basketball. You can also discuss material science and chemistry when discussing how the uniforms, the equipment used and in some cases the field on which in the sports are made. Finally you can discuss biology, nutrition and anatomy and physiology when you discuss how athletes train and prepare their body to excel in sports. While discussing these topics in relation to sports and performing arts, you can not only have great lesson in content but discuss STEM careers that are related to these performing artists and sports such as computer and electrical engineers, material scientists, biologists, sports medicine, physical therapy, etc.

There are so many stereotypes about women, but one of the main ones that sticks in my head is that we are emotional and talk a lot. Although as I woman I hate to admit it, but I can be emotional and chatty at times. However, understanding emotions is part of understanding human behavior and can be great discussion to introducing kids to neuroscience. Neuroscience is so important because it studies, discovers and explains how the brain works and the human brain controls everything about our body and how we operate as humans as a whole and individuals.

One of the things that I love about STEM is that it is the basis for and is connected to everything in our society. Unfortunately, we don't have enough discussions with our children about those connections. Even with my STEM background there are some part of STEM that don't interest me. However, when I can see the connection between STEM and things that I use everyday or that I can relate to, it keeps me reading and interested in STEM. For example, someone very close to me is fighting cancer. Currently nanotechnology is being used in the treatment of cancer and is doing a great job to help people including this person that is close to me have a successful cancer treatment. However, I remember hearing about nanotechnology about 10 years ago, while I was in college. A person in my network got his PhD in chemical engineering and his expertise was in nanotechnology. At the time, he was working for Kodak and everytime he talked about nanotechnology it went over my head and I wasn't interested. There are several programs that are teaching kids about computer science and program through the development of mobile phone applications. I am pretty sure that some of these students are learning about their passion and expertise for computer science through the real world application of such as a mobile phone. When we "unveil potential through exposure" for students to academically achieve in math and science and explore STEM careers, we must make a connection between STEM and their everyday lives.

The importance of relationship building in math and science education

"Alone we can do so little; together we can do so much"-Helen Keller. When I came across this quote today in my Twitter timeline, I thought this is a powerful statement. This quote is so applicable to many aspects of life. What this quote made me think about is how important relationships are to achieving our goals. Everyone has things they want to accomplish in life. But no matter how driven you are, you can't do it alone. Since our focus as an organization is promoting student achievement and career exploration in math and science for K-12 students; I want to talk about the important of relationship building in math and science education.

Academic achievement in math and science is determined by what students are exposed to and their performance inside of the classroom. Nowadays, we have put so much responsibility on the schools to educate our children with little accountability other than test scores. If you look at test scores, you will see that our children aren't achieving in math and science. Yes, we can say many things about the schools, but part of the problem is the lack of parental involvement in most schools. If you look at the test scores of schools that are performing well on standardized tests and/or are well known for a great curriculum; those schools have strong parental involvement. The first relationship that needs to be established in order for children to achieve academically in the relationship between parents and teachers. The first contact between teacher and parent should not be when a student has done something wrong. Parents should attend open house, have regular phone or email contact with their child(ren) teachers. I have friends that are parents and educators and they tell me when there is a good parent/teacher interaction, it fosters a great environment for children to succeed. The parents are aware of what is going on in the classroom, the teacher feel support from the parent and the child(ren) knows that they can't get away with under performing because both the parent and teacher are holding them accountable.

The next relationship that parents should build is relationships with their local school board. This relationship is important because the school board is where decisions are made concerning your child's education- the curriculum, the budget, etc. Unfortunately many parents can barely make it to PTA meetings let alone school board meetings. But I have seen schools get additional resources just because the parents were very vocal at school board meetings. Therefore I encourage you to attend school board meetings and if you just can't fit them into your schedule build a relationships with the school board member that serves your district. It can really make a difference in the resources that are available at your child's school.

The next relationship that is important for enhancing the math and science educational experience for youth is relationships between the schools and the community. With state budgets being cut every day, schools have less and less resources available to educate our children. Although, schools aren't the only place where learning should take place, it is the primary place for learning. In order to enhance the resources at schools that are available to educate our children it important that individuals, nonprofits, colleges and universities and corporations partners with schools. The resources can be as simple as volunteering some time to provide classroom, support or tutoring or a big as making a financial contribution. Nothing is too great or small if it will assist in creating a great learning environment for our children.

The final relationship that needs to be built is between nonprofits and individuals, businesses, colleges and universities. Nonprofits exist to meet a need in the community, most of which can't be meet by a government agency. Most nonprofits have limited resources and need people who believe in their mission to support them note just in word or spirit, but in deed. Each individual, business and college and university should find a nonprofit whose mission they believe in and not only support them by volunteering and/or making a financial contribution, but telling people in their network about the organization and them to support them as well.

If we want to "unveil potential through exposure" and ensure that students are academically prepared to pursue STEM careers, we all have to work together to ensure our children succeed.

How Children Are Nurtured into Pursuing STEM careers

This weekend, I was writing a grant that focused on math and science education initiatives for K-3 students, parents and educators. The funder for this grant was focusing on the primary grades because they wanted children to get a good foundation for academic achievement in math and science. I thought it was a great idea to get kids achieving in math and science at such an early age because it gives them a chance to become academically prepared to pursue STEM careers. Many children that have an interest in math and science don't do so because they aren't academically prepared to major in STEM disciplines in college.

As I was writing this grant, I called my aunt who is former elementary school teacher. We were discussing my personal theory on student learning and achievement in STEM, how school systems operation and a myriad of other topics related to elementary education. I use my aunt as a resource from time to time because I had the privilege of growing up with her in my home until I was in the 3rd or 4th grade and I know that having her in my home had a huge impact on my educational foundation. During our conversation, we were talking about my inquisitiveness, love for learning and reading and other things about my elementary school experience. I asked her did my inquisitive nature as a child was why I was drawn to math and science. I thought so, but she wasn't quite sure. She believed that I may have succeeded in any discipline that I chose because of my love of reading and learning.

Since that conversation I have been thinking what causes children to have an interest in math and science and eventually pursue those fields. We all know that in math and science you are constantly asking and answering questions and solving problems; so children that are interest in math and science does have to be inquisitive. However, I also believe that children have a naturally inclination to certain subject areas, hobbies and interests. So I think it is important for parents and educators to work together to find out what those are for each child and expose and encourage them in that.

One of my favorite educators, Marian Wright Edelman said "Parents have become so convinced educators know what is best for children that they forget that they themselves are really the experts". I firmly believe in this quote, because I recall a story of my mother telling me that my kindergarten teacher didn't think that I was going to do well because I didn't go to pre-K. What she didn't realize is that I had all of my formative learning experiences with my mother and aunt; because my learning was outside of the classroom I performed better than many of my peers. So if we want to ensure that our children have a strong educational foundation, feel confident in their natural talents, abilities and gifts, we must provide outside of classroom learning experiences for them.

I am going to shift the focus on how to create a nurture your children that have an strong interest or ability in math or science because that is why our mission as an organization. What I have realized that in many elementary schools, students don't get a great experiences and exposure to math and science for several reasons. Some of it is due to lack of professional development with elementary teachers. Many elementary teachers don't have a strong background in math and science nor an interest in these subjects. Math doesn't suffer as much as science because math skills are tested on most standardized tests. However, not all school districts test children on what they are learning in science. There are some classrooms where children only get to do an hour of science each week. Since elementary school is where kids get their educational foundation, if they aren't exposed to science then, the chances of them having an interest in science are slim to none.

The key to ensuring that we create an environment that encourage children to achieve and have an interest in math and science is to create as many outside of classroom learning experiences as we can for our children. The internet is a great educational tool for kids, there are websites where you can find homework help, kids can play educational games, you can learn about current research in math and science and you can find experiments to conduct at home. The next outside of classroom experiences that you should take advantage of is visiting the science museums, aquariums, planetariums and other informal educational institutions in your area. Another resource is to take advantage of programs that are offered in your community that provide students with an opportunity to engage in hands on math and science activities or explore STEM careers; most of these programs are at colleges or universities or community organizations. But you as a parent must provide the continuum of learning for your child that extends beyond the school walls into your home. Although organizations such as SEM Link will do all we can to promote student achievement and career exploration in math and science, you as parents and guardians have to take responsibility for "unveiling potential through exposure" for your children.

Are African Americans Really Underrepresented in STEM Fields, Underreported or Both?

This weekend I had the pleasure and privilege of nominating a friend who is a great scientist for an award, where if selected to receive the award, she will be honored for the strides she has made in her career and the difference she is making in her community. As we were discussing her career,I was proud of the impact that she had made in her field and how her career has turned out. She is well respected in her field and making a great contributions to it. She is also giving back to her community and encouraging minority graduate, undergraduate and K-12 students to pursue careers in her discipline by proving research, professional development and career exploration opportunities for them.

In education, you always hear how African American are underrepresented in STEM disciplines in several venues. However, when I think about my friend and reflect upon my network, I realize that half of my network are STEM professionals or have STEM backgrounds. I could just have this unique experience because I am an African American woman with a STEM background. However, I wondered if African Americans are really underrepresented in STEM fields or are our stories underreported. There are arguments for both and it could be a combination of the two that is the reality.

Yes,it is true people my network can tell the stories of being the only black person in the lab or plant. However, I hear those same stories from many of my friends that have chosen to work in corporate America that don't have STEM backgrounds. Based on the 2000 US census, African Americans represent 12.1% of the population, with most of African Americans living in the southern states and urban areas. With us representing such a small portion of the population, does that translate to us automatically a small number of the workforce in any career path we choose. I wonder if anyone has done research if the number of African Americans that pursue STEM careers is proportional to the population? If you chose to work in a rural area or the Midwest, does that increase your chances of being as some people would say "the fly in the buttermilk". Or if you live and work in a city like Atlanta, would you work in an environment where you have plenty of African American counterparts?

I can definitely say that the story of African Americans contribution to the STEM fields is underreported. The knowledge in getting better,but I remember while in school most of the African American scientists and inventors they taught us about were deceased. I wasn't until I began reading on my own that I learned that throughout the history of this nation, even before we were officially a nation African Americans were making a great contribution to the STEM fields. The contributions never stopped. But how often do you hear or a story on the news about a STEM professional and the contribution they are making to their field. I personally think it is a shame that LeBron James, Lil Wayne and other athletes and entertainers are household names, but you don't know about a Dr. Mark Dean, Dr. G. Dale Wesson, Dr. James Grainger, Dr. LaToya Myles, Dr. Jean-Marie Dimandja, Ms. Niara M. Adero, Dr. Leon Dyers Jr, Ms. Kimberly M. White, Mr. John R. Moore, III, Dr. Natasha Browner Dr. Undra Graves-Guyton and many other African American scientists,technology, engineering and mathematics professionals that are doing an exceptional job in their respective fields and some even doing work that is making our society better with groundbreaking research.

I don't know that answer to my question. However, I do know that we can't rely on mainstream media to tell our stories. So if we want the story to be told, we must tell it ourselves. So if you are a STEM professionals make sure that your story in told outside of the scientific community and your professional networks. If you know a STEM professional make sure you tell and/or listen to their story. Local media outlets are always looking for great stories to be told, especially some of the small local independent publications. You can also tell their story through social media. Also talk to people in your network about what you do, your path to get where you are and where you want to go next; especially to youth. It is my desire that every child, but especially African American children since they have been identified as underrepresented in STEM fields, realize that they are capable of pursuing STEM careers. But they will never know if the stories of people who look like them aren't told or if they never meet people who look like them in those fields. That is what "unveiling potential through exposure" is all about; given children a vision of the what is possible for them and creating an environment for them to do so.

A New Exciting Beginning for SEM Link

In January 2010, SEM Link began its journey to become a national nonprofit organization by expanding our programs to the San Francisco Bay Area. Since it has been March since we last posted on our blog, you can see that it has been a busy but exciting time of transition for us to lay the foundation for becoming a national nonprofit. With today being the final day of the 2009-10 fiscal year, we thought it would be appropriate to give a summary of how we spend the final months of the 2009-10 fiscal year that we are about to close and what is to come in the new 2010-11 fiscal year.

The main reason, San Francisco Bay Area was chosen as the city that we would provide programs and services in addition to Metropolitan Atlanta, because establishing a presence in the West Coast would truly establish us as a national organization by offering programs on both coasts. Over the past few months, we have experienced the successes and challenges of this transition. Some of our challenges have been the same ones that other nonprofits are facing with decreasing financial support from individuals, corporations and grantors. The other challenge was while our Executive Director and Founder was in the San Francisco Bay Area, it was hard to determine who in the organization (staff, board of director, volunteer) in Atlanta would step up and do some of the things that she did when while she was living in Atlanta. It was also a challenge to determine what programs and services would be offered in each city and how our program structure would be affected as we transition beyond just serving Metropolitan Atlanta K-12 students, parents and educators.

However, we have had several successes with the transition. We were able to secure new corporate sponsors for our 3rd Annual Science, Engineering and Career Fair and Exhibition in Atlanta. We were able to establish a Bay Area community partnership with the ASA Community Science Center in Oakland. We have increased our presence on social media platforms such as Facebook, Twitter and LinkedIn Group as well as discussing a partnership with an online community for high school students www.TrackAhead.Com. In this past few months more people all over the country and the world have learned about who we are and what we do as an organization and that is exciting.

So what should you expect in the 2010-11 fiscal year, that will start on August 1st? The first major project before all of our programs start in September is to update our website to reflect the national nonprofit organization that we are now. We will offer programs in Metropolitan Atlanta, San Francisco Bay Area and possibly the DC Metropolitan Area as well as offer more activities on our website and through social media for K-12 students. You will see our web presence increase with articles about current trends in STEM research, policy and education as well as more articles for our Executive Director. We will establish partnerships with other nonprofits, corporations including small and medium sized businesses, college and universities, government agencies, and media outlets to either collaborate on programs or obtain resources to help us achieve our mission. Focus on getting individuals that support our organization and believe in our mission to show their support with financial contributions. As a nonprofit organization, we can't achieve our vision of "unveiling potential through exposure" if we don't have resources and the relationships to do so. In order to do our part in contributing to the creation of the pipeline of the future STEM workforce, we must build a community that supports our organization with their time, professional expertise and finances.

Rewards for Scientific Research: Why our Experimental Design Program Exists

On facebook of all places, I came across the story of a high school student, a young female that had won $100,000 for her research in computer science from the Intel Science Search. From this contest over 30 high school students won some monetary prize for engaging in research in science, technology, engineering and mathematics (to see the article visit the http://www.msnbc.msn.com/id/35902666/ns/technology_and_science-science/). I was throughly impressed by these young minds and the various topics of there research. It seems like these students love for science and math was fostered at an early age by their parents, educators and mentors. I am confident that these students are well on their way to become a part of the future STEM workforce.

As I read this story, I reflected upon several things and had several questions about these kids. Most of the kids weren't photographed for this story, so I wonder how many of these students were African American or Hispanic or would be labeled "at risk" youth. Did all of these kids come from families where they had strong parental support and an atmosphere at home where academic achievement was not only expected but promoted. How many of these engaged in hands on math and science activities at school, at home or in the community? How many of these kids went to math and science summer camps? How were this kids about to over the peer pressure that math and science isn't cool. How many of these kids were able to meet and interact with STEM professionals. What facilities and other resources did they have access to in order to conduct their research? How did they learn about this contest?

The Experimental Design Program is our program that provides math and science fair project support for K-12 students and educators. This is one of the program activities that we started day one of our existence. My vision is that more K-12 students independent of school district, parental support or racial identify can have the resources available to them to conduct experiments for math and science projects. I want any students that has a project and a desire to complete it to be able to come to us to get the support to be competitive in not only those math and science fair that are supported by their district, but for contest such as these. What encourages me about these type of contest and this story is that student can learn at an early age that there is just as much financial and other rewards for being a STEM professional as being an athlete or entertainer.

So our goal is truly to continue to increase the quality and quantity of math and science fair projects by providing students with the resources necessary to conduct experiments that are competitive. We have to "unveil potential through exposure" on math and science fair project at a time.

Future Women STEM Professionals

Although it is women's history month, I want to take some time to reflect upon the future history makers, our young girls. On Tuesday morning, I was having a conversation with a program manager at the WGBH foundation in Boston. She manages several programs on the station that focus on getting young girls interested in stem careers. Their programs were segmented into age appropriate (elementary, middle and high) content and was a mixture of curriculum and interactive media. The interactive media consisted of games, videos of girls their age engaged in hands on math and science activities as well as women who were stem professionals. I was very excited to see all of these resources to let young ladies not only learn about STEM careers, but to see their peers engage in hands on math and science. I am curious about how many young girls have visited their website to see a picture of girls and women not only excelling in math and science, but having a blast doing science.

But I was hit with the reality that not enough girls are seeing these resources on the website as I spend some time with some Bay Area elementary school girls. These girls had no clue what engineers did, let alone thought of the possibility that they could be an engineer or another STEM professional. The good news is I spent a time with them and told them that I was a chemical engineer (at least by training) and their eyes lit up and the questions became to come. So we talked about what chemical engineers do, what they make and evidence of the work of chemical engineers in their every day lives. We had the same conversation about civil, computer, electrical and mechanical engineers as well. I am not sure if these young girls will be able to remember the distinctions between the engineering disciplines. However , they did leave learning two lessons, they could be an engineer one day because they just meet a female engineer. The second lesson was the engineers design things that we use in our everyday lives.

I must admit, that I never meet a female engineer while I was in elementary, middle or high school. I actually didn't meet my first female chemical engineer until my freshman year in college. But what I can appreciate about my teachers, is that I was a girl that enjoyed and excelled in math and science and my teachers and family encouraged that in me. If we want to ensure that our young girls become women in science, we must start there letting them know that achieving academically in math and science is okay and encouraging them when they do. The second step is exposing them to as many resources such as these that these organizations produce to let them see other girls and women in science.

As SEM Link looks to organizations that we can partner with, I am so glad that we are establishing relationships with organizations that are focusing on getting young girls academic achieving in math and science and exploring STEM careers. A slogan I once heard, Science is Woman's Work, that is what I want young girls to believe. You are brilliant and talented and can be anything you want to be when you grow up, including a STEM professional.