Pursuing Diversity at State-Supported Residential STEM Schools

Autor/in	Jones, Brent M.
Titel	Pursuing Diversity at State-Supported Residential STEM Schools
Quelle	In: NCSSSMST Journal, 16 (2010) 1, S.30-37 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1084-6522
Schlagwörter	Gifted; Residential Programs; Residential Schools; Science Education; Science Instruction; State Schools; College Science; College Mathematics; Higher Education; Mathematics Instruction; Mathematics Education; Technology; Engineering; Technology Education; STEM Education; Partnerships in Education; High School Students; Commuter Colleges + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Sozialer Wohnungsbau; Heimschule; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Staatliche Schule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Technologie; Maschinenbau; Technisch-naturwissenschaftlicher Unterricht; STEM; Hochschulpartnerschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Roughly 80% of the math and science schools under the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology (NCSSSMST) umbrella are non-residential programs, with about 18% residential and 2% both residential and nonresidential. Now numbering 16 (with the Tennessee Governor's Academy closing May 2011), the state financed residential schools provide advanced instruction to talented teens interested in STEM careers. The schools are clustered in the Midwest, South, and Southwest, and for brevity, references to these institutions will employ state names only. Diversity at most of the state STEM schools is understood broadly to encompass inclusion by ethnicity as well as by region, socioeconomic status, and gender. Specific initiatives are tailored to underrepresented targets, while general strategies such as field visits apply to constituencies at large. In this article, the author summarizes research and trends on diversity challenges at the state-level residential STEM schools and offers strategies that have relevance for all specialized STEM schools. (Contains 5 tables.) (ERIC).
Anmerkungen	National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology. 3020 Wards Ferry Road, Lynchburg, VA 24502. Tel: 434-582-1104; Fax: 434-239-4140; e-mail: office@ncsssmst.org; Web site: http://www.ncsssmst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10