Equity and excellence : addressing underrepresentation in selective STEM schools
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Cheryl A. Beierschmitt (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Katherine Mansfield
Abstract: The National Consortium of Secondary STEM Schools (NCSSS) is an organization comprised of member high schools from across the country, some of which are residential schools in which students from across the state apply to gain admittance to advanced academic science, technology, engineering, and mathematics (STEM) programs. Underrepresentation of culturally, linguistically, and economically diverse (CLED) students in programming with selective admissions processes, such selective STEM schools, has been evident throughout their history, and there is a perceived tension between the goals of excellence and equity in discussions around addressing this underrepresentation. The purpose of this study is to explore, describe, and understand the purpose of chosen selective STEM schools while interrogating how this impacts whom they claim to serve. I conducted a qualitative study focused on three residential selective STEM schools that are members of NCSSS using a critical race theory framework. My goal for this study was to gain insight about what elements can lead to more equitable outcomes. I reviewed publicly available documents including school website pages, school board documents, state statutes, school publications, and news articles. I additionally compared the school demographics for Asian, Black, Latinx, and White students to the general education population of the state. While the admissions processes at the selective STEM schools I studied follow some of the practices that research suggests can mitigate underrepresentation of CLED students, the racial demographics at the schools do not reflect the racial demographics of the general education population of their state. Specific course requirements and emphasis on an applicant having taken the most advanced offerings available fail to consider structural issues that often exclude CLED students. This along with lack of clarity and transparency are likely impacting racial equity at selective STEM schools. My recommendations center on gathering additional school data which can guide the selective STEM schools as they then modify admissions criteria and procedures, develop, or modify programming for younger CLED students, and develop intentional steps and goals for racial equity.
Equity and excellence : addressing underrepresentation in selective STEM schools
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Created on 5/1/2024
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2024
- Keywords
- Admissions, Equity, Gifted education, STEM school
- Subjects
- Science $x Study and teaching $z United States
- Academic achievement $x Social aspects $z United States
- Educational equalization $z United States
- Minorities $x Education $z United States