Developing URM STEM Leaders as Change Agents

1. Developing URM STEM Leaders as Change Agents June Summers Hairston, Ed.D. Director, Louis Stokes Alliance for Minority Participation, (PNW LSAMP) In Science, Technology, Engineering & Math (STEM) University of Washington Office of Minority Affairs & Diversity Blending Career Development Practices with Intergroup Dialogue: A Social Justice Pedagogy

2. Thank You This you for this opportunity to share my passion! As educators, I thank you for your passion, knowledge, and skillsets to serve as facilitators and allies of an educational process that prepares students as they enter into a very diverse and complex world.

3. The Clarion Call “Our nation’s success depends on strengthening America’s role as the world’s engine of discovery and innovation….And that leadership tomorrow depends on how we educate our students today – especially in science, technology, engineering and math. We know how important this is for our health. It is important for our security. It’s important for our environment. And we know how important it is for our economy” (Obama, 2010).

4. Addressing the STEMEquity Gap Women, disabled, and minority students are disproportionally under-represented in STEM

5. Institutional Response I commend you as Institutions of Higher Education (IHE) for working to: Develop a strong and diverse STEM workforce Increased participation of under-represented minorities in STEM through Programs like LSAMP, Identifying best practices and their characteristics to improve the work for which we are engaged

6. Gap in the Institutional Response Institutions of Higher Education (IHEs) are not fully preparing URM students with the knowledge, awareness and skills to successfully navigate the STEM workplace. IHEs must cultivate learning that promotes social justice values and equip students to engage as empowered leaders and change agents.

7. Divergent Tendencies Why are some URMs leaving STEM Careers? Some students bow to the social pressure that tells them they don’t fit in the discipline Some don’t see people who look like themselves working in the top research universities Some recognize their competencies are valued in a growing number of highly paid non-STEM occupations Some have work values and interest that are better satisfied in non-STEM careers Carnevale, Anthony P.; Smith, Nicole; Melton, Michelle, Georgetown University Center on Education and the Workforce, pg. 62

8. My Commitment to Three URM Students A gap in the institutional response was brought to my attention by three African American UW alums who graduated in Engineering A clarion call from Dr. Freeman Hrabowski, III, President, University of Maryland (Baltimore County), in a presentation at the University of Washington

9. My Response The Problem as I Saw It! How, if at all, can Educators/Facilitators as institutional agents engage students in an educational process which encourages career development practices (CDP) in the context of social justice pedagogy, using principles from Intergroup Dialogue (IGD)?

10. My ResponseThe Problem as I Saw It! How can educators provide URM students interested in STEM careers with an understanding of self-awareness, STEM career awareness, and decision-making choices within the context of issues of diversity, differences, career disparities, and alliance-building?

11. My ResponseThe Problem as I Saw It! What are the educational benefits of blending career development and exploration practices using principles of Intergroup Dialogue (IGD) for URM STEM students?

12. Why the NeedThe Educational Benefits of Career IGD Benefits to Students… • Promotes social justice values; students develop a capacity for understanding diversity and social group interaction • Equips URM STEM students with an awareness and skillset to evaluate oppressive social patterns and institutional climates • Enhances students’ career decision-making Benefits to the University of Washington… Helps faculty and staff understand how they can design better interdisciplinary dialogue courses that prepares URM students to meet the emerging challenges in the campus, community, and STEM workplace. Since we live in a diverse democracy, and in a diversely interconnected world, our STEM students, may enter this world with the confidence and competence to be leaders and agents of change.

13. Career Intergroup DialogueConceptual Frameworks Intergroup dialogue is grounded in four theoretical foundations (Nagda and Zúñiga, 2003): • Dialogue foundations • Social engagement foundations • Social justice foundations • Social work foundations Added to these theoretical frameworks: • Diversity-related activities embedded in the IGD curriculum, using a Socio-cognitive framework • A Cognitive Information Processing model used in career development practice

14. Career IGD Course Curriculum This course curriculum is currently a reality, going into its third year at the University of Washington (Winter 2018) – Career IGD Educators/Facilitators are trained in Intergroup Dialogue and Career Development Practices Why is this curriculum important? What has been the historical foundation for Career Development?

15. As Facilitators of this educational process we must continue to encourage Mentorship/ This is essential – my course is a form of mentorship Tools and skills to navigate the workplace (C, B, R, A.) Facilitators learn about the power of engagement Facilitator's input and feedback is empowering The Educator/Facilitator’s Role

16. Blending of two Curricula The Career Development Practices – Self awareness, STEM career awareness, career decision-making choices, and development of a plan Student engagement in the career intervention strategies Career development outcomes and competencies

17. Blending of Two Curricula What is Intergroup Dialogue? Intergroup dialogues are face-to-meetings of people from different social identity groups. They are designed to offer an open and inclusive space where participants can foster a deeper understanding of diversity and justice issues through participation in experiential activities, individual and small group reflections, and dialogues. Expected Outcome

18. Course Structure Employs traditional content-based teaching Large group discussions Lecture and small group discussions One on one advising appointments. Guest speakers and panel presentations

19. Course Structure Utilizes multiple teaching-learning approaches to model different ways of learning. • Experiential activities to facilitate student engagement • Dyads and other small groups for in-class discussions. • Large group dialogues. • Readings to inform students about core concepts and issues • Reflective Writing via learning journals • Develop a career action plan (CAP) reflecting their interest, goals, values and strategies, grounded in a social justice context

20. This course is grounded in a Social Justice Model The goal of social justice The process for achieving social justice Social Justice Education:A Goal and a Process!

21. Career Intergroup DialogueFraming the Curriculum Design: What does that look like? Intergroup Dialogue Design and Practice: Four Stages – daily planning guides • Stage 1: Orientation to Intergroup Dialogue: Utilize Identity Awareness • Stage 2: Exploring Differences and Commonalities of Experience • Stage 3: Exploring and Discussing Hot Topics that influence Decision-making • Stage 4: Action Planning and Alliance Building Career Development practices: Four Stages – daily planning guides Stage 1: Assessing career self-perception Stage 2: Exploring the work world Stage 3: Decision-making skills and goal setting Stage 4: Job search strategies: Create a Plan

22. Curriculum Goals and Outcomes Stage 1: Who Am I? Career Exploration: Assessing career self-perception _____________________________________________________________________ Career IGD: Learning about self and others in a socially stratified world Structured activities include exploring personal and social identities and positionality in the context of career aspirations, goals, dreams, pursuits and challenges: (Sessions 2, 3, & 4) Stage 2: Exploring Career Options through Commonalities & Differences Career Exploration: Exploring career options and resources ­­­­­­­­­­­­­­­______________________________________________________________________________ Career IGD: Exploring Commonalities and differences Situating the dialogue by learning about commonalities and differences within and between groups in the context of career opportunities and disparities (Sessions 5 & 6) Stage 3: Internal and External Influences Career Exploration: Career Decision-Making _____________________________________________________________________________ Career IGD: Discussing Hot Topics Situating the dialogue in a social justice context by learning about institutional and systemic factors that inform decision-making, career choice, and access and distribution of resources. (Sessions 7 & 8) Stage 4: Creating an Action Plan Career Exploration: Creating a career action plan ________________________________________________________________________________ Career IGD: Creating an action plan and alliance building From a social justice perspective, explore the range of continuous learning opportunities and actions to promote diversity and social justice (Sessions 9 & 10) Stage 1: Who Am I? Career Exploration: Assessing career self-perception Career IGD: Learning about self and others in a socially stratified world Structured activities include exploring personal and social identities and positionality in the context of career aspirations, goals, dreams, pursuits and challenges: (Sessions 1, 2, 3, & 4) Curriculum Goals and Outcomes

23. Curriculum Goals and Outcomes Stage 1: Who Am I? Career Exploration: Assessing career self-perception _____________________________________________________________________ Career IGD: Learning about self and others in a socially stratified world Structured activities include exploring personal and social identities and positionality in the context of career aspirations, goals, dreams, pursuits and challenges: (Sessions 2, 3, & 4) Stage 2: Exploring Career Options through Commonalities & Differences Career Exploration: Exploring career options and resources ­­­­­­­­­­­­­­­______________________________________________________________________________ Career IGD: Exploring Commonalities and differences Situating the dialogue by learning about commonalities and differences within and between groups in the context of career opportunities and disparities (Sessions 5 & 6) Stage 3: Internal and External Influences Career Exploration: Career Decision-Making _____________________________________________________________________________ Career IGD: Discussing Hot Topics Situating the dialogue in a social justice context by learning about institutional and systemic factors that inform decision-making, career choice, and access and distribution of resources. (Sessions 7 & 8) Stage 4: Creating an Action Plan Career Exploration: Creating a career action plan ________________________________________________________________________________ Career IGD: Creating an action plan and alliance building From a social justice perspective, explore the range of continuous learning opportunities and actions to promote diversity and social justice (Sessions 9 & 10) Stage 2: Exploring Career Options through Commonalities & Differences Career Exploration: Exploring career options and resources ­­­­­­­­­­­­­­ Career IGD: Exploring Commonalities and differences Situating the dialogue by learning about commonalities and differences within and between groups in the context of career opportunities and disparities (Sessions 5 & 6)  Curriculum Goals and Outcomes

24. Curriculum Goals and Outcomes Stage 1: Who Am I? Career Exploration: Assessing career self-perception _____________________________________________________________________ Career IGD: Learning about self and others in a socially stratified world Structured activities include exploring personal and social identities and positionality in the context of career aspirations, goals, dreams, pursuits and challenges: (Sessions 2, 3, & 4) Stage 2: Exploring Career Options through Commonalities & Differences Career Exploration: Exploring career options and resources ­­­­­­­­­­­­­­­______________________________________________________________________________ Career IGD: Exploring Commonalities and differences Situating the dialogue by learning about commonalities and differences within and between groups in the context of career opportunities and disparities (Sessions 5 & 6) Stage 3: Internal and External Influences Career Exploration: Career Decision-Making _____________________________________________________________________________ Career IGD: Discussing Hot Topics Situating the dialogue in a social justice context by learning about institutional and systemic factors that inform decision-making, career choice, and access and distribution of resources. (Sessions 7 & 8) Stage 4: Creating an Action Plan Career Exploration: Creating a career action plan ________________________________________________________________________________ Career IGD: Creating an action plan and alliance building From a social justice perspective, explore the range of continuous learning opportunities and actions to promote diversity and social justice (Sessions 9 & 10) Stage 3: Internal and External Influences Career Exploration: Career Decision-Making Career IGD: Discussing Hot Topics that influence decision-making Situating the dialogue in a social justice context by learning about institutional and systemic factors that inform decision-making, career choice, and access and distribution of resources. (Sessions 7 & 8) Curriculum Goals and Outcomes

25. Curriculum Goals and Outcomes Stage 1: Who Am I? Career Exploration: Assessing career self-perception _____________________________________________________________________ Career IGD: Learning about self and others in a socially stratified world Structured activities include exploring personal and social identities and positionality in the context of career aspirations, goals, dreams, pursuits and challenges: (Sessions 2, 3, & 4) Stage 2: Exploring Career Options through Commonalities & Differences Career Exploration: Exploring career options and resources ­­­­­­­­­­­­­­­______________________________________________________________________________ Career IGD: Exploring Commonalities and differences Situating the dialogue by learning about commonalities and differences within and between groups in the context of career opportunities and disparities (Sessions 5 & 6) Stage 3: Internal and External Influences Career Exploration: Career Decision-Making _____________________________________________________________________________ Career IGD: Discussing Hot Topics Situating the dialogue in a social justice context by learning about institutional and systemic factors that inform decision-making, career choice, and access and distribution of resources. (Sessions 7 & 8) Stage 4: Creating an Action Plan Career Exploration: Creating a career action plan ________________________________________________________________________________ Career IGD: Creating an action plan and alliance building From a social justice perspective, explore the range of continuous learning opportunities and actions to promote diversity and social justice (Sessions 9 & 10) Stage 4: Creating an Action Plan Career Exploration: Creating a career action plan Career IGD: Creating an action plan that includes alliance building Situating the experience from a social justice perspective, explore the range of continuous learning opportunities and actions to promote diversity and social justice (Sessions 9 & 10) Curriculum Goals and Outcomes

26. Curriculum Goals and Outcomes Stage 1: Who Am I? Career Exploration: Assessing career self-perception _____________________________________________________________________ Career IGD: Learning about self and others in a socially stratified world Structured activities include exploring personal and social identities and positionality in the context of career aspirations, goals, dreams, pursuits and challenges: (Sessions 2, 3, & 4) Stage 2: Exploring Career Options through Commonalities & Differences Career Exploration: Exploring career options and resources ­­­­­­­­­­­­­­­______________________________________________________________________________ Career IGD: Exploring Commonalities and differences Situating the dialogue by learning about commonalities and differences within and between groups in the context of career opportunities and disparities (Sessions 5 & 6) Stage 3: Internal and External Influences Career Exploration: Career Decision-Making _____________________________________________________________________________ Career IGD: Discussing Hot Topics Situating the dialogue in a social justice context by learning about institutional and systemic factors that inform decision-making, career choice, and access and distribution of resources. (Sessions 7 & 8) Stage 4: Creating an Action Plan Career Exploration: Creating a career action plan ________________________________________________________________________________ Career IGD: Creating an action plan and alliance building From a social justice perspective, explore the range of continuous learning opportunities and actions to promote diversity and social justice (Sessions 9 & 10) Goals and Outcomes per stage: To encourage and shape an integration of career aspirations and plans, within the context of ideas about social justice education and change. Curriculum Goals and Outcomes

27. The Impartation My proposed curriculum is designed to offer Educators/Facilitators the conceptual and practical tools, exercises and resources to provide comprehensive career assistance, while also empowering students to successfully live, work and lead in a complex, diverse and stratified world.

28. References Carnevale, Anthony P.; Smith, Nicole; Melton, Michelle, Georgetown University Center on Education and the Workforce, pg. 62 Multiversity_Handoutfor_Research_Dialogue_on_Race_Ethinicity, Created by the Collaborators of the Multiversity Intergroup Research (MIGR) Project. Research supported by the W.T. Grant and Ford Foundations. NSF, F. N. (2013). Women, Minorities, and Persons with Disabilities in Science and Engineering. National Science Foundation, National Center for Science and Engineering Statistics. Arlington, VA: Special Report NSF 13-304. Retrieved from http://www.nsf.gov/statistics/wmpd/. Obama, P. (2010, September 16). Whitehouse.gov. Retrieved from The WHITEHOUSE PRESIDENT BARACK OBAMA: https://www.whitehouse.gov/the-ress-office/2010/09/16/remarks-president-announcement-change-equation-initiative