Responding to the Challenge: Fostering Social and Emotional Learning and K-12 STEM Identity Development
Location
Session 1 Presentations - STEM Education
Proposal Track
Research Project
Session Format
Presentation
Abstract
The increasing demand to occupy STEM careers in the global market highlights America's inability to create a stable STEM workforce. Thus, America has increased its federal spending on STEM initiatives, teacher professional development, and school resources. Despite increase federal spending for STEM education, there seems to be a disconnect between policymakers and the education system. Minority students are still falling through STEM occupancy cracks, while math and science assessments remain low or barely above proficient levels. To address retention and recruitment problems, we must examine the individual and their accumulation of science experiences, specifically their STEM Identity. For this study, we are using conceptual frameworks such as the Multidimensional Model of Racism and the Social Emotional Learning model to accurately study how racial and gender stereotypes can influence STEM identity formation.
Keywords
STEM Identity, Social and Emotional Learning, STEM Education
Professional Bio
Dr. Valeisha Ellis, is an assistant professor at Spelman College. Prior to becoming a professor, she was a K-5 Special Educator and District Reading Specialist. She has experience in curriculum and instruction, reading, special education and STEM teacher education. Dr. Ellis’ research interests include Social and Emotional Learning, Mindfulness Pedagogy, integrating science and reading instruction, Minority Teacher Preparation, effective models of establishing and maintaining P-12 school and community partnerships, effective pre-service field and clinical models for teacher education, and multidisciplinary education research.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ellis, Valeisha, "Responding to the Challenge: Fostering Social and Emotional Learning and K-12 STEM Identity Development" (2021). Georgia Educational Research Association Conference. 13.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/13
Responding to the Challenge: Fostering Social and Emotional Learning and K-12 STEM Identity Development
Session 1 Presentations - STEM Education
The increasing demand to occupy STEM careers in the global market highlights America's inability to create a stable STEM workforce. Thus, America has increased its federal spending on STEM initiatives, teacher professional development, and school resources. Despite increase federal spending for STEM education, there seems to be a disconnect between policymakers and the education system. Minority students are still falling through STEM occupancy cracks, while math and science assessments remain low or barely above proficient levels. To address retention and recruitment problems, we must examine the individual and their accumulation of science experiences, specifically their STEM Identity. For this study, we are using conceptual frameworks such as the Multidimensional Model of Racism and the Social Emotional Learning model to accurately study how racial and gender stereotypes can influence STEM identity formation.
