Furshpan and Potter Native American High School Summer Program

弗什潘和波特美国原住民高中暑期项目

基本信息

批准号：
10009446
负责人：
SHEILA M. THOMAS
金额：
$ 25.01万
依托单位：
HARVARD UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-06 至 2023-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10009446
关键词：
Address African American Alaska Native Area Back Collaborations College Preparation Communities Development Dropout Educational workshop Evaluation Feeling Future Teacher General Population Goals Graduation Rates Grant High School Faculty High School Student Hispanics Human Resources Institution Internships Knowledge Latino Mentors Native Americans Navajo Participant Perception Poverty Process Readiness Research Reservations STEM field STEM research School Teachers Schools Science, Technology, Engineering and Mathematics Science, Technology, Engineering and Mathematics Education Secondary Schools Series Sioux Indians Structure Students System Trauma Underrepresented Groups Underrepresented Minority Universities academic program aging population career case-based college curriculum development design empowerment experience faculty community grasp high school mathematics content programs summer program teacher community underrepresented minority student university student

项目摘要

Project Summary Underrepresented minorities (URMs) represent 33% of the US college age population and this will continues to increase (1). In contrast, only 26% of college students are URMs. In the area of Science Technology, Engineering and Mathematics (STEM), only 15% of college students completing a STEM major are URMs (2). While there have been gains in the percent of Hispanic and Black/African Americans pursuing college degrees, the number of Native American college students remains alarmingly low. In 2013, Native Americans represented only 1% of entering college students and less than 50% finished their degree. Moreover, 1% of students pursuing advanced degrees in STEM-related fields are Native American/Alaska Native. With regards to high school graduation rates, the percent of Native American/Alaska Native students completing high school has decreased with only 51% of students completing high school in 2010 compared to 62 % and 68% for Black and Latino students respectively. While identifying ways to retain students from all underrepresented groups is important, developing programs targeting Native American students is crucial. In collaboration with the Hopi community, a three-week summer course for Native American high school students at Harvard was initiated in 2001. Within three years, the program expanded to include three additional Native American communities. 225 students participated in the program over a 10-year period; and 98% of those responding to the evaluation completed high school or obtained a GED and 98% entered two or four year colleges including 6 students who entered Harvard. This program was reinitiated in 2015 and we plan to build on the existing structure and content of this successful program. Specifically, in collaboration with two Native American communities, the goal of the program is 1) to increase participants' knowledge of STEM disciplines and their relevance to issues in participants' communities via a three week case-based summer course for Native American high school students; 2) to help enhance secondary school STEM education in Native American communities by providing opportunities for curriculum development and classroom enhancement for secondary school teachers in the participating Native American communities; and 3) to familiarize students with the college experience and application process and enhance their readiness for college through workshops, college courses and internships. Through these activities we hope to 1) increase the number of Native American students completing high school; 2) increase the number of Native American students applying and being accepted to college; 3) increase the number of Native American students pursuing STEM degrees and careers; 4) increase the perception among Native American students that attending and Ivy plus institution is attainable; 5) increase the feeling of empowerment that they can help their community by pursuing advanced degrees in STEM.

项目概要代表性不足的少数族裔 (URM) 占美国大学适龄人口的 33%，这将继续增加(1)。相比之下，只有 26% 的大学生是 URM。在科学领域技术、工程和数学 (STEM)，只有 15% 的大学生完成了 STEM 专业是 URM (2)。虽然西班牙裔和黑人/非裔美国人追求的比例有所增加获得大学学位后，美国原住民大学生的数量仍然低得惊人。 2013年，本土美国人只占进入大学的学生的 1%，完成学业的人不到 50%。此外，在 STEM 相关领域攻读高级学位的学生中有 1% 是美洲原住民/阿拉斯加人本国的。就高中毕业率而言，美国原住民/阿拉斯加原住民学生的百分比与 2010 年相比，完成高中学业的学生人数有所下降，仅 51% 黑人和拉丁裔学生分别为 62% 和 68%。在寻找留住来自各行各业的学生的方法的同时代表性不足的群体很重要，针对美国原住民学生制定计划也至关重要。与霍皮社区合作，为美国原住民高中提供为期三周的夏季课程哈佛在校学生于 2001 年启动。三年内，该计划扩大到包括三个其他美洲原住民社区。 10 年期间有 225 名学生参加了该项目；和 98% 的受访者完成了高中学业或获得了 GED，98% 的人进入了两门或四年制大学，其中 6 名学生进入哈佛。该计划于 2015 年重新启动，我们计划以这一成功计划的现有结构和内容为基础。具体来说，与两个美洲原住民社区，该计划的目标是 1) 增加参与者的 STEM 知识通过为期三周的基于案例的夏季课程，了解学科及其与参与者社区问题的相关性为美国原住民高中生开设的课程； 2) 帮助加强中学 STEM 教育美洲原住民社区通过提供课程开发和课堂机会加强参与的美洲原住民社区的中学教师； 3) 到让学生熟悉大学经历和申请流程，增强他们的准备能力通过讲习班、大学课程和实习进入大学。通过这些活动，我们希望 1) 增加完成高中学业的美国原住民学生人数； 2）增加美洲原住民的数量申请并被大学录取的学生； 3）增加美国原住民学生的数量 STEM 学位和职业； 4）提高美国原住民学生对参加和参加活动的认识常春藤加大学是可以达到的； 5）增加他们可以通过以下方式帮助社区的赋权感：攻读 STEM 高级学位。