Making Connections with STEM Fall 2021 Cohort 8: Week 6

Week 6

Diversity in STEM

Read:

Optional Resources that highlight Women and People of Color in STEM:

Reflect: Post your response to the prompt below by Monday morning.

In previous weeks, we explored the importance of empathy, which can be understood as searching for our similarities in order to better understand the perspective of others. This week, we are exploring diversity, which can be understood as recognizing our differences as strengths. How do you help your students to recognize their own unique perspectives and strengths, and how do you communicate to them that those differences are valued in your school or classroom? How can this work in turn improve STEM experiences for all of our students?

Interact: On Monday, read your colleagues' reflections and respond to at least one other post by sharing a comment, insight, or interesting possibility by next Thursday.

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Ashleigh Rocco (TSD) · 180 weeks ago

In my classroom of second graders, it is important that students first have a clear understanding of what diversity means. We start the year focusing on physical diversity because that is a more concrete concept for younger students to understand. I primarily teach this through mentor texts that have representation of people of different races and physical abilities. This discussion is carried on through tasks as simple as our beginning of the year self-portraits. After that we explore diversity that is harder to see such as cultural diversity and thinking styles. One thing we do to begin the year is create a class calendar where students are allowed to add any important dates, traditions, or holidays to it. When the student’s day comes, they are able to share about it in anyway that they wish. Some choose to just tell the class about it, while others choose to do a presentation with family members involved!
I think the biggest change we can make when providing our students with STEM opportunities is to make sure they feel like they are represented and valued in the work they are doing. If students only see one particular “type” of person succeeding in STEM roles, they may not consider that to be a strength or path for them in the future. Taking the time to find mentor texts or resources with an array of cultures that connect with students perhaps could shift their mindset.

3 replies · active 176 weeks ago

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JanineG (ISD) · 178 weeks ago

I agree with you in the fact that we have to make sure ALL students feel as if they're represented and valued in the process.
I like how you start your year by creating a class calendar where the students can add dates, etc that are special to them! Thanks for that thought!

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flaggna 34p · 176 weeks ago

Ashleigh, I totally agree that it is important for students to first have a clear understanding of what diversity means. It's interesting though. Many of our students understand diversity, but they don't necessarily see that it's real. They continue to see the same demographics succeed. I think we need work to make sure that everyone finds a way to feel represented in the STEM fields.

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Megan Mitchell · 176 weeks ago

Creating a calendar with your class is such a wonderful idea. I especially like that you let the students share these experiences with the class. What a beautiful way to share and experience culture

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JanineG (ISD) · 178 weeks ago

It's a very interesting topic and also one of high importance as we work with young minds. I believe that as we are working with computers, coding (coding.org), and in our STEM activities we need to be mindful of not bringing attention to the same group of kids that time and time again get pointed out as doing great work. We have to keep in mind that all students are working hard and need the boost in confidence each time we are working on something. The power of positive reinforcement is so great for kids of all ages...kindergarten through college!
I also think that by highlighting those minorities that have had great success in the different STEM fields would be a great idea. Many times when kids can see a 'face' that is the same as theirs, it helps them to see themselves.

1 reply · active 176 weeks ago

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Erin K. (TSD) · 176 weeks ago

Janine,
I appreciate your discussion of the patterns of attention teachers tend to give to certain students each year. Those natural leaders in the classroom that tend to fit into the mold of the typical "STEM" student are often those that are identified and recognized by teachers again and again. To break that cycle, we must ourselves admit to our own unconscious or perhaps conscious biases when it comes to the field of STEM. As Vosshall stated in Landhuis's article, "A mentor has to be sensitive to what students bring with them emotionally and find a way to connect, to motivate, to praise, to encourage.” We must resist any narrow-minded definitions of STEM leaders and instead actively seek to identify and encourage each and every one of our students without preferencing one over the other. We do this with our actions and those visible acts of encouragement. Every student is deserving of recognition and every student should know that they have a place in the field of STEM.

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flaggna 34p · 176 weeks ago

Helping students to recognize their own unique perspectives and strengths is such a challenge. I find in special education, students have experienced so many struggles with school, that they often live in a fixed mindset and truly believe that they can't succeed. For example, I have a student who is so negative about math, that they will literally cross out all word problems and write "no!" on each one.
This is particularly disparaging because the student in this example is a female and Latinx. There are a few things that I am currently trying in order for them to see their strengths. I'm playing on their ability to have compassion for everyone and talking about how they are strong and capable and can do hard things. I want them to see the compassion and support they also have from others around school. I have started by having the student chant a mantra with me, then just show me the word problems. I read the problems to the students and ask open ended-questions so the student can see how they are able to select the appropriate operation and work to find an answer independently. I constantly remind myself to not help, but guide. When they are successful, I then have then select people around the school to show the completed work to.

While I wish this student was an isolated case, I find that it is not. Many of students right now are plagues with a closed mindset. I know the school districts are saying the SEL should be a priority, but they also place pressures on teachers to "catch students up". This is creating turmoil for both teachers and students. Everyone wants to feel success, but that is simply not the case right now. Using STEM to help students see their strengths and unique perspectives is key in helping students both "catch up". Students need to see that they are strong and capable, they need to find success with solving problems.

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Erin K. (TSD) · 176 weeks ago

In my own classroom of highly-capable fifth-graders, competitive spirits and the drive for achievement often overshadow my students' individual diversity. Grades and rankings are prized and any deviation from the top is seen as a failure by my students. This conformity to what my students believe is the "ideal student" diminishes their opportunities to acknowledge and celebrate their differences. I recently watched a Ted Talk by Octavius Black and was struck by a statement he made, "I am not different from you. I am different like you." This revision of language around diversity and differences is one I hope to promote in my classroom. Landhuis discussed the idea of non-physical commonalities between university students and the value of recognizing that our differences, or our sameness, do not have to be a barrier to relationships or recognition. I attempt to direct my students away from this single-minded, academically-centered perspective of each other and towards recognition and appreciation for our unique strengths and passions. One way I achieve this is through a Passion Project each year as well as through smaller, daily opportunities for students to share a piece of themselves that cannot be revealed through their status as a student. This sometimes takes the form of sharing artifacts from their life, leading a discussion on a holiday or other tradition, posing questions or problems to the class based on their expertise, sharing books or resources they want others to know about, or even by bringing in pictures of themselves and their family members to post on our world map. Though I am far from achieving the level of diversity recognition I hope to achieve, I know that at the very least, my students feel seen and connected to their classroom community.
By honoring each student's unique perspective on the world and their learning, we invite a greater pool of perspectives from which new STEM innovations may be made and perhaps increase the investment of students in the field of STEM as a whole. By inviting different experiences, perspectives, and problem-solving approaches, solutions are far more successful and contribute to greater growth as Rollins noted. So long as we continue to invite the voices of every student in STEM discussions and honor alternative modes of thinking, we encourage students to see their own place in the field of STEM and more readily participate. We must remain diligent not to dismiss or pass off the ideas of our students if they do not align with our objectives. We must acknowledge and recognize that every voice matters and contribute towards a solution in the end.

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Rachael S (ISD) · 176 weeks ago

In the article by Marlynn Rollins, I was very surprised to hear that there was some level of disagreement about what constitutes diversity in STEM. It is a topic at the forefront of education and is often the topic of conferences and class, but if you stop to think about it are we all coming to the conversation with the same understanding. I really liked the way she framed her article with this point.
I think in schools students are invested in topics and activities that feel real and relevant. If a student doesn't consider STEM fields to be an option for their future, they might tune out and miss important learning opportunities. However if you present diverse representation (especially mirroring your student's diversity and identities) they might see these topics in a new more open minded light. We all know the difficult feelings and preconceived notions students sometimes have about math. If we take a different path and prioritize representation and diversity, maybe STEM can avoid that same fate.

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Stephen E · 176 weeks ago

The articles continue to bring to light the major gaps in diversity representation in STEM fields, and how inclusion plays a large role in students choosing these fields. I find it interesting though as an elementary educator how the articles usually focus on high school and beyond (which of course may be much easier to research statistics) when it seems like we have all been doing so much more to make sure we have more inclusive environments, huge focus on SEL, and a greater focus on STEM. My question would be, have simply not had enough time to see the effects filtering their way up from elementary through high school and beyond yet, or are our efforts for change failing?

2 replies · active 176 weeks ago

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Ashleigh Rocco · 176 weeks ago

That is a very interesting though Stephen. My teammates and I were just talking about how we often change initiatives and focus on a yearly basis that we don't always get to see the effects or follow through as students reach high-school and beyond. I believe for elementary teachers this would be encouraging (hopefully).

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Eric Richards, TSD · 176 weeks ago

I couldn't agree more Stephen. I wish the same diversity representation conversation occurred in elementary schools and how we can systematically eradicate any glass ceilings. I love that in Tahoma, we have a STEM class that all elementary students take part in. Our teacher is fantastic and she promotes healthy STEM mindsets with all kids. I wonder how we can, as a educational system, create further work on bringing STEM to lower grades and foster a positive mindset for all students in relation to STEM work.

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Hannah J (ISD) 35p · 176 weeks ago

I really enjoyed the articles this week. In my classroom, I help students recognize their own perspectives as strengths, specifically through math. At the beginning of the year, I always tell my students that I am not the only teacher in the classroom, oftentimes they are confused when I say this. As I explain that they all have unique gifts and talents that can be shared with one another, they begin to understand what I mean. I go on to explain that I am even learning from them. This often helps students to start and see each other as a resource for learning. This also perfectly leads into a conversation about diversity. I ask my students if it's okay that we all don't look alike, like the same things or talk the same way. Oftentimes students reply with yes, but I dig deeper by asking them to think about how exciting and rich our classroom would be if we were all exactly the same. They often reply with no or say that it would be boring. We then spend the rest of the year finding our different strengths so that we can share it with one another. I am thinking more about how I can continue this conversation throughout the year so that students don't forget and are also continuously searching to find their gifts and talents.

I think this would be a great way to start STEM at the beginning of the year. Especially with the focus around the importance of learning from one another and seeing that our differences bring us together. This would also be a great way for students to get to know one another.

I loved the article about the professor who had students get to know each other on the first day of class. After reading the article, it made me reflect on my own college experience and I wonder what mine would have been like if my chemistry professor had started class like that, would I have enjoyed science more? Would it have felt more like a community? I also loved the idea that colleges are now focusing more on collaboration and community rather than competition.

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Megan Mitchell · 176 weeks ago

I think before we can introduce and celebrate diversity through STEM we have to begin by creating a place of acceptance in our classroom community. Whenever I do STEM challenges I like to switch between doing individual and group ones. The individual opportunities give the students the ability to explore their own thinking and ideas and build confidence. I usually start doing group challenges after we've completed a few individual ones. We talk a lot about problem solving as a group before we even begin, "How are you going to navigate all of the different ideas" is a question I usually ask. It's something I want them to find the answer to on their own, and there may be some trial and error before we're successful. The nice part about doing the individual challenges is, that once they're working in a group I can say things like, "Hey, do you remember when so and so did this in the last challenge and how well that worked?" or "Remember how we had lots of ideas on our individual challenges and none of them were necessarily wrong". I definitely think there needs to be a foundation built within the classroom, particularly for younger student, before you can really explore diversity in a productive way.

2 replies · active 176 weeks ago

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Danielle S. (SVSD) · 176 weeks ago

I absolutely agree that it starts with a safe place for students to feel accepted in our classroom. Only then will they feel comfortable sharing their individuality with everyone.

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Hannah J (ISD) 35p · 176 weeks ago

Hi Megan,

I love the idea of switching between individual and group activities. I think that is a great idea for students to not only explore their own thinking but also explore their thinking with others! I totally agree with the importance building a foundation. It is essential for students to have a sense of community and belonging in the classroom before they feel comfortable sharing with others.

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Danielle S. (SVSD) · 176 weeks ago

I think as a few people mentioned above, this is exactly what we as Elementary educators are trying to accomplish, regardless of the subject. We spend so much time in our classrooms creating a space where students feel both seen and secure. So much time goes into our SEL lessons and creating a classroom community where diversity is seen as something to celebrate. As a Kindergarten teacher a lot of this comes from read aloud that showcase various cultures, ethnicities, celebrations etc... They learn really well through stories and discussions about themselves since they are so "me-centric" at that age. Pre Covid it was always so fun and interesting to invite families in to discuss their most important celebrations or customs and then to extend that into a lesson or craft. With littles I think it is a lot easier to show them we are all capable of becoming whatever we want to be. STEM lessons or projects are a great place to showcase this to our learners as they tackle issues together, trying to collectively solve the problem given to them. I love that the article states that a more diverse team is likely to perform better because of their unique perspectives and experiences. It's so important for us to allow space for that in the classroom and to celebrate the differences in our ever changing demographics.

2 replies · active 175 weeks ago

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Meg H. · 175 weeks ago

I agree! "a more diverse team is likely to perform better because of their unique perspectives and experiences". Wouldn't it be great, even as a society, to look forward to learning openly from each other instead of judging from preconcieved notions about each other?

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Stephen Elms · 175 weeks ago

I couldn't agree more - I think it's so much easier to produce this collaborative and diverse team working on a STEM project with littles (and 5th graders are still littles!). My wondering is, with all the SEL work we are doing, how do we make this continue to be such a positive and influential piece of their learning and working together when they get to middle school and high school - this is where it seems that the diverse collaboration and effective learning that could happen may start to fall apart. Why does it seem like high school (and I know we all do remember high school and how it CAN be so in that way I can get it, no blame on teachers) but somehow we have to change that culture of "acceptedness" (and it does seem like it's starting to change so that's good) so that we can continue all the great work elementary educators are doing with SEL and SEL through STEM

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Eric Richards, TSD · 176 weeks ago

Well, the first thing we can do is recognize our differences, celebrate the diversity we have and learn from everyone. I just read a quote talking about hiring practices and it basically says that if an organization looks like its leaders, sounds like its leaders, and talks like its leaders, you have a bunch of followers. How true and I love how honest and direct it is. We have to seek our differences and bring in alternative perspectives and practices. How do we reach out to our diverse populations and genuinely bring everyone in, if the requirement is to do it "my way", or "like we have always done it". I love STEM lessons in class and projects they promote, because you see different leaders and there are different opportunities for more students to shine.

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Meg H · 175 weeks ago

I really related to this weeks articles. They seemed to be a logical next step in our learning. The quote about "being different like you" struck a chord with me. It builds on the empathy we need to understand our "customer" base. As a specialist and seeing hundreds of students per week, it is sometimes hard to get those connections so it is so important to be intentional. It changed my outlook by seeing myself as different. I am no longer the young teacherbut have morphed into the grandma figure. Using empathy, differences and abilities, I am going to change my STEM activites to reflect my new knowladge. I put this up in our library "Diversity; the art of thinking independently together"

1 reply · active 175 weeks ago

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Rachael S (ISD) · 175 weeks ago

I really respect that you are challenging yourself to learn about STEM as a specialist. I know the specialist's life can sometimes be an isolating role as the only one in a school. Celebrating differences to help foster connections is a really powerful way to look at your role in the school.

Making Connections with STEM Fall 2021 Cohort 8

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