An Implementation Study of the Science and Technology Entry Program (STEP) in New York State

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Autor/in	Perkins, Susan C.
Titel	An Implementation Study of the Science and Technology Entry Program (STEP) in New York State
Quelle	(2013), (237 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Albany
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-8964-1
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Career Development; Disproportionate Representation; African American Students; Hispanic American Students; State Programs; Secondary School Students; Economically Disadvantaged; Partnerships in Education; Parent Participation; Minority Group Students; Males; Program Implementation; Comparative Analysis; Program Evaluation; State Policy; Semi Structured Interviews; Program Design; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Berufsentwicklung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Regierungsprogramm; Sekundarschüler; Hochschulpartnerschaft; Elternmitwirkung; Male; Männliches Geschlecht; Programme evaluation; Programmevaluation; Programme design; Programmaufbau; Programmplanung
Abstract	As global demands for workers in the science, technology, engineering and math (STEM) fields persist, there are increased opportunities for historically underrepresented African-American and Latino youth to fill STEM career pipelines. African-American and Latino youth have long faced disproportionately high unemployment rates. Joblessness has been complicated by lower high school graduation rates for African-American and Latino youth. Significant federal and state funding has been allocated to address this state of affairs. Research findings on STEM career development programs for historically underrepresented youth can inform public policy and resource allocation. The career development provided by the Science and Technology Entry Program (STEP) of the New York State Education Department is nationally recognized. STEP plays a major role in strengthening STEM career pipelines for youth who are historically underrepresented in post-secondary STEM courses of study. STEP is a recipient of a Presidential Award for Excellence for mentoring secondary students as they transition successfully into undergraduate and graduate academic programs that lead to STEM careers. This comparative study of four STEP sites is a process evaluation. The study examines STEP state policy as adopted and local STEP implementation processes. The study findings are derived from official documents and semi-structured interviews with key STEP personnel at the state and local levels. This timely study yields important findings about program design as well as the will and capacity of program implementers. It identifies ways to strengthen the capacity of STEM career development programs for economically disadvantaged youth. The study suggests that K-16 partnerships should be characterized by implementation flexibility so that career development staff may connect and restructure program activities to best meet programming needs. This flexibility can lead to instructive solutions regarding increased parental involvement and male participation in career development programming. The findings also suggest that when partnering organizations work in close proximity with one another, transparent, professional relationships are cultivated. These partnering organizations should extend beyond K-16 organizations in order to broaden the constituency that has a stake in the success of programs that serve historically underrepresented ethnic minorities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01