The Roles of Curriculum Designers and After School STEM Teachers as Environmental Features for High School Students' STEM Career Access (Fundamental)
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Bart's Big Plan: Engaging High Schoolers in Engineering Adventures ... Ay Caramba!
- Tagged Division
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Pre-College Engineering Education Division (PCEE)
- Tagged Topic
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Diversity
- Permanent URL
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https://strategy.asee.org/48136
Paper Authors
Allison Antink-Meyer
Illinois State University
orcid.org/0000-0001-8969-1263
Allison Antink-Meyer is a pre-college science and engineering educator at Illinois State University.
Jeritt Williams
Illinois State University
orcid.org/0000-0001-5117-8915
Jeritt Williams is an assistant professor of Engineering Technology at Illinois State University, where he teaches applied industrial automation and robotics.
Matthew Aldeman Illinois State University
Matthew Aldeman is an Associate Professor of Technology at Illinois State University, where he teaches in the Sustainable & Renewable Energy and Engineering Technology undergraduate programs.
Jin Ho Jo Illinois State University
Dr. Jin Ho Jo is a Professor of Technology at Illinois State University, teaching in the Sustainable and Renewable Energy program. Dr. Jo also leads the Sustainable Energy Consortium at the university. Dr. Jo is an honors graduate of Purdue University, where he earned a B.S. in Building Construction Management. He earned his M.S. in Urban Planning from Columbia University, where he investigated critical environmental justice issues in New York City. His 2010 Ph.D. from Arizona State University was the nation’s first in sustainability. His research, which has been widely published, focuses on renewable energy systems and sustainable building strategies to reduce the negative impacts of urbanization.
Abstract
To promote interest and future choices around STEM careers, afterschool and other informal education programs have become key access points for students who may face greater challenges in entering STEM career pathways. Individual, environmental (including social), and behavioral factors each interact in ways that can promote interest and access to STEM learning and career opportunities, or can limit such opportunities. Teachers, programs, and curriculum are all contextual factors that are important. Using Ecological Systems Theory, this study explored the environmental structures that influenced STEM teachers and undergraduate STEM majors access to STEM and compared those influences to the environmental structures they perceived related to high school students access to STEM. We also compared the influences each group reported to one another.
Antink-Meyer, A., & Williams, J., & Aldeman, M., & Jo, J. H. (2024, June), The Roles of Curriculum Designers and After School STEM Teachers as Environmental Features for High School Students' STEM Career Access (Fundamental) Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/48136
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