The BoSTEM Initiative: Creating Pathways to the STEM Workforce

Institution	Rennie Center for Education Research and Policy
Titel	The BoSTEM Initiative: Creating Pathways to the STEM Workforce
Quelle	(2022), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Careers; Career Pathways; Demand Occupations; Labor Needs; Middle School Students; After School Education; Public School Teachers; School Business Relationship; Partnerships in Education; Educational Opportunities; Career Exploration; Student Interests; Disadvantaged; Power Structure; Massachusetts + Suchen Sie Ihr Suchwort? Lehrerreserve; Labour needs; Arbeitskräftebedarf; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Hochschulpartnerschaft; Bildungsangebot; Bildungschance; Berufserkundung; Studieninteresse; Master-Studiengang
Abstract	Massachusetts has developed a reputation for being a hub of innovation in science, technology, engineering, and math. Fields like health care and technology are booming here. Yet compared with the general population, the people who fill these roles are disproportionately White. Estimates indicate that between 2018 and 2028, one out of every three jobs created in Massachusetts will be in STEM fields. There are increasing opportunities to work in this growing, lucrative industry. But for whom? Research shows that even though many students with marginalized identities have an intrinsic interest in and capacity for STEM coursework, there is a systemic shortage of support, representation, and resources to help cultivate that interest. This case study looks at how the BoSTEM Initiative is working to fill this gap by coordinating a system of high-quality out-of-school-time STEM learning opportunities for middle school students through collaboration with out-of-school-time programs, Boston Public Schools educators, and local STEM industry partners. The report delves into the data to track its progress over the past few years, its potential for continued impact, and how it can be used as a replicable model for communities in other regions. [Contributions to this report were provided by Meghan Volcy, Laura Dziorny, Chad d'Entremont, and Catherine Rauseo.] (As Provided).
Anmerkungen	Rennie Center for Education Research & Policy. 114 State Street, Boston, MA 02109. Tel: 617-354-0002; e-mail: info@renniecenter.org; Web site: http://www.renniecenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01