Bringing Equity to Underserved Communities through STEM Education: Implications for Leadership Development

Autor/inn/en	Avendano, Laura; Renteria, Jessica; Kwon, Sarah; Hamdan, Kamal
Titel	Bringing Equity to Underserved Communities through STEM Education: Implications for Leadership Development
Quelle	In: Journal of Educational Administration and History, 51 (2019) 1, S.66-82 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2018.1532397
Schlagwörter	STEM Education; Urban Schools; Educational Innovation; At Risk Students; Disproportionate Representation; Elementary Secondary Education; College School Cooperation; Leadership Training; Racial Bias; Social Bias; African American Students; Hispanic American Students; Females; Laboratory Schools; Tutoring; Intervention; Undergraduate Study; Womens Education; Teacher Certification; Experiential Learning; Faculty Development; California (Los Angeles) + Suchen Sie Ihr Suchwort? STEM; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Instructional innovation; Bildungsinnovation; Führungslehre; Racial discrimination; Rassismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Weibliches Geschlecht; Laborschule; Förderkonzept; Nachhilfeunterricht; Grundstudium; 'Women''s education'; Frauenbildung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	STEM Education is sweeping the United States, prompted primarily by the recent adoption of the Next Generation Science Standards. The surge in interest in STEM Education is beneficial for local schools and communities, and promises to positively impact students, teachers, school leaders, community members, and the future workforce. Unfortunately, inequitable hegemonic structures and practices limit urban students' access to knowledge, resources, and a comprehensive and fair educational experience. This article explores the STEM activities in place at the Center for Innovation in STEM Education (CISE), at a local university in greater Los Angeles. From a historical context, CISE data show that an approach to STEM education that focuses on serving underrepresented populations by creating a pipeline, can serve as an example for K-12 schools, universities, and educational leaders seeking equitable practices in the field of STEM education. We identify implications for leadership development for school leaders, teacher leaders, and districts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01