i i i i i l i i ndn ontraditional initiatives in georgia
TRANSCRIPT
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N di i l I i i i i Nontraditional Initiatives in Georgia
M I M I L U F K I N
Georgia
M I M I L U F K I N
N A T I O N A L A L L I A N C E F O R P A R T N E R S H I P S I N E Q U I T Y
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N i l Alli f National Alliance for Partnerships in Equity
MISSION
Partnerships in Equity
MISSION
The National Alliance for Partnerships in Equity (NAPE) is a consortium of state and local agencies, corporations, and national
organizations that collaborate to create organizations that collaborate to create equitable and diverse classrooms and
workplaces where there are no barriers to opport nitiesopportunities.
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Special Populations
Single parents, single pregnant women
Displaced homemakersp
Students pursuing nontraditional careers
Economically disadvantaged, including foster y g , gchildren
Limited English proficient
Students with disabilities
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Nontraditional Careers
h ` di i l fi ld '
Nontraditional Careers
The term `non-traditional fields' means occupations or fields of work, including
careers in computer science, technology, p , gy,and other current and emerging high skill
occupations, for which individuals from one gender comprise less than 25 percent of the gender comprise less than 25 percent of the
individuals employed in each such occupation or field of work.
(From Perkins IV)
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EXPANDING OPTIONS FOR WOMEN AND GIRLS IN
SCIENCE, TECHNOLOGY, , ,ENGINEERING AND MATH
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STEM Equity Pipeline Goals
Build the capacity of the formal education community to provide high quality professional d l t d it i STEM d tidevelopment on gender equity in STEM education
Institutionalize the implemented strategies by connecting the outcomes to existing accountability connecting the outcomes to existing accountability systems
Broaden the commitment to gender equity in d iSTEM education
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Defining STEM
Science, Technology, Engineering and Math, gy, g g Agriculture, Food and Natural Resources Health Science Information Technology Manufacturing Transportation, Distribution and Logistics Architecture and Construction
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State Teams
5 states in year one
C lif i
2 states in year two
California
Missouri
Illi i
Iowa
Minnesota
2 St t i th Illinois
Oklahoma
Wisconsin
2 States in year three
New Hampshire
Ohio Wisconsin Ohio
2 States in year four
Georgia Georgia
Texas
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Georgia Pilot Sites
Heart of Georgia Technical College Electronic and Computer Engineering Technology
Atlanta Technical College Avionics/Aviation Maintenance Technology Avionics/Aviation Maintenance Technology
Middle Georgia Technical College Aircraft Structural Technologygy Aviation Maintenance Technology
Augusta Technical CollegeEl i d C E i i T h l Electronic and Computer Engineering Technology
Mechanical Engineering Technology Nuclear Engineering Technologyg g gy
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Professional Development
Formal education communityFormal education communityIn-school programsTeacher-basedTeacher-basedAcademic and Career and Technical
Education STEM educatorsEducation STEM educators
Train the trainer processb d h k l d i i i Imbed the knowledge in existing
professional development mechanisms
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Accountability
Using existing accountability systems to Using existing accountability systems to inform program improvement efforts
P ki t diti l f Perkins nontraditional measures for participation and completion in STEM
l t d l t f t drelated career cluster programs of study
Student achievement data in STEM
Student course taking behaviors in STEM
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Outreach
Increasing awareness of the need for Increasing awareness of the need for diversifying the STEM workforce pipelinepipelineGender and
Race/Ethnicity
Disabilityy
Creating collaborations with others to leverage the impact of the workleverage the impact of the work
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STEP 1Document
Performance Results
STEP 2Identify
Root CausesPerformance Results Root Causes
The Five Step
STEP 5 STEP 3Ch
The Five Step Program
Improvement ProcessSTEP 5
ImplementSolutions
Choose Best Solutions
Process
STEP 4Create an
Evaluation Plan
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Document Performance Results
GOAL: Understand the problem completely p p ybefore you seek solutions
How do you analyze performance data?How do you analyze performance data?
What questions should be addressed?
What tools and methods can be used to present and analyze data?
How should data quality problems be considered in analyzing data?analyzing data?
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Data CollectionDisaggregation required in Perkins IVgg g q
Gender Special PopulationGenderMaleFemale
Special Population–Underrepresented gender students in a nontraditional CTE program
–Single Parent•Race/Ethnicity
American Indian or –Displaced Homemaker
Limited English Proficiency
–American Indian or Alaskan Native
–Asian or Pacific Islander–Limited English Proficiency
–Individuals with a Disability–Black, non-Hispanic–Hispanic
White non Hispanic–Economically Disadvantaged
–White- non-Hispanic
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Recommended Analyses
Comparisons TrendsState performance level • At least 2 yrs
P f Best performer in state • Prefer 3-5 yrs
Site specific
Selected peer benchmark
p f
• Statewide
• DistrictSet your own benchmark
• District
• School/College
• Programs
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What do these data tell us?
Indicates trends over time Indicates trends over time
Highlights potential data quality issues
Identifies gaps in performance betweenStudent groups – gender, race/ethnicity,
special populations
Programs
Generates additional questions that need to be answered before implementing a solution
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National Concentrators in CTE 2008-09
Postsecondary Females
70.00%
80.00%
90.00%
100.00%
30.00%
40.00%
50.00%
60.00%
0.00%
10.00%
20.00%
30.00%
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Georgia Concentrators in CTE 2008-09
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Case StudyCase Study
What Performance Data should they review to help
them identify their problem?them identify their problem?
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STEP 1Document
Performance Results
STEP 2Identify
Root CausesPerformance Results Root Causes
The Five Step
STEP 5 STEP 3Ch
The Five Step Program
Improvement ProcessSTEP 5
ImplementSolutions
Choose Best Solutions
Process
STEP 4Create an
Evaluation Plan
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Why Search for Root Causes?
Keep from fixating on the “silver bullet” strategyp g gy
Identify the conditions or factors that cause or permit a performance gap to occur
Search for most direct and highest impact causes
Employ a systematic evidence-based process
Formulate and test theories or hypotheses
Draw on current research and evaluation
Use multiple methods and data sources
Likely to find multiple causesLikely to find multiple causes
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Root Cause Action Research Strategiesg
R i R h Li Review Research Literature
Review Program/Institutional g /Evaluations and Effectiveness Reviews
Conduct Focus GroupsCo d o G o p
Peer Benchmarking
Interviews & Surveys
Brainstorm
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Review Research Summary
“Nontraditional Career Preparation: Root Causes pand Strategies”
Authors: Lynn Reha ICSPS; Mimi Lufkin NAPE; Authors: Lynn Reha, ICSPS; Mimi Lufkin, NAPE; Laurie Harrison, Foothill Associates
Online version and downloadable document available at www.napequity.orgp q y g
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Academic Proficiency
Very predictive for womenVery predictive for women
Not as predictive for men
Societal stereot pes abo t omen’s lack of Societal stereotypes about women’s lack of ability in math and science negatively affect performance stereot pe threatperformance – stereotype threat
Women may have poorly developed spatial d i li i killand visualization skills
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Access to and Participation in STEM
Sh i ki d i f Shrinking gender gap in performance on national assessments in math and science between boys and girlsscience between boys and girls
Still significant gaps when looking at gender AND race/ethnicity or sociogender AND race/ethnicity or socio-economic status
Girls not translating their academic Girls not translating their academic success in STEM to careers in STEM
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Curriculum Materials
InvisibilityInvisibilityStereotypingImbalance/SelectivityImbalance/SelectivityUnrealityFragmentation/IsolationFragmentation/IsolationLinguistic BiasCosmetic BiasCosmetic BiasRelevance
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Instructional Strategies
Q ti i l l d it tiQuestioning level and wait timeStudent/teacher interaction and
f db kfeedbackClassroom managementCooperative learning designExpectations and assessment
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Classroom Climate
F i Fair treatmentSexual harassment not tolerated or
i dignoredSupportive learning environmentSubtle messagesClassroom location on campuspPhysical environment
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Student Isolation
Cohort of underrepresented students in a Cohort of underrepresented students in a program are more likely to complete than a single individualsingle individual
Individuals more likely toHave trouble integrating effectively in to social Have trouble integrating effectively in to social
structure
Suffer decreased performancep
Drop out
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School Climate
Nontraditional faculty and staffAcceptable behavior in hallways, cafeteria,
school events, busses, etc.d i i i d ff dAdministration and staff support and
encouragementE t i l ti itiExtracurricular activitiesClubs, After School Program
C titi Competitions Summer Camp
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Support Services
TutoringChild care
iTransportationFinancial Aid
B k E i t T l Cl thiBooks, Equipment, Tools, ClothingTuitionModification of Curriculum EquipmentModification of Curriculum, EquipmentStudent/Teacher AidesMoreMore
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Career Guidance Materials and Practices
M th j t b h d tMore than just brochures and postersGet beyond the imagesB f btl Beware of subtle messagesUse of interest inventoriesFor men interest precedes selfFor men, interest precedes self-
confidence, but for women self-confidence precedes interest
Lack of understanding of careersWage earnings information
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Early Exposure
M t t d t i Most students pursuing a nontraditional career have had a friend or f il b family member influence them
Spark an interest that Spark an interest that would otherwise not be evident
Informal experiences Informal experiences supported by formal experiences
The earlier the better
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Techno Bag ExerciseTechno Bag Exercise
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Occupational Perception
Job Satisfaction
Career Family Balance Career Family Balance
Wage Potential
Career Purpose
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Family Characteristics and Engagement
Parents are the #1 influence of student Parents are the #1 influence of student college major and career choice
Negative messages from people with Negative messages from people with emotional influence difficult to overcome
Family role modelsFamily role modelsLower socioeconomic males more likely
to chose nontraditional careersto chose nontraditional careersUpper socioeconomic females more
likely to chose nontraditional careerslikely to chose nontraditional careers
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Self-efficacyy
Attribution TheoryGirls more likely to attribute success to
external factors and failure to internal factorshStereotype Threat
Being at risk of confirming a negative stereotypestereotype
Locus of ControlWhen students feel they are in control of their When students feel they are in control of their
lives and their futures they are more likely to select nontraditional options
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Social Attitudes
Bias and DiscriminationBias and DiscriminationGender schemaAssumptions about gender from birth onAssumptions about gender from birth on
Accumulative AdvantageMembers of a disadvantaged group have Members of a disadvantaged group have
to accumulate more that 1% advantage to be considered the same as the advantaged groupgroup
Implicit biasUnconscious associationsUnconscious associations
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Media RepresentationMedia Representation
About-face.org
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Student Attitudes/Peer Influence
Adolescent social normsFear of “looking dumb”Girls more concerned about appearances than
boysM f i d d tMen more reference group independent
Peer harassment or supportC iti l Critical mass
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Nontraditional Role Models
Strongest evidence in the research
Need to see someone that looks like them in the career
Family members are significant
Teachers
Mentors
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Individual Root Causes Activity
Place a sticker on the poster identifying the two most p y gsignificant root causes that you have observed for students entering programs nontraditional for their
dgender
Write any additional root causes that have not been identified and place it on the identified and place it on the
“other root causes” poster
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Case StudyCase Study
What root cause research strategies should they
implement?implement?
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STEP 1Document
Performance Results
STEP 2Identify
Root CausesPerformance Results Root Causes
The Five Step
STEP 5 STEP 3Ch
The Five Step Program
Improvement ProcessSTEP 5
ImplementSolutions
Choose Best Solutions
Process
STEP 4Create an
Evaluation Plan
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Choose Best Solutions
Don’t be too quick to adopt best practices before q p pgetting the facts straight
How do you identify possible strategies and y y p gmodel practices?
How do you evaluate strategies and models?
How do you compare and assess alternative solutions and make a decision?
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Assess and Compare Alternative Strategies
S d Th Sound Theory
Strong Evidence
Costs/Time of Further Testing
ResourcesResources
Stakeholder Support
F il i E i Failure is Expensive
Select a Full Range of Choices
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Identify Potential Strategies and Models
Review What Others ProposeNSF- New Formulas for America’s Workforce
AAUW – Why so Few?
Benchmark Peers and Leading PerformersgPrograms and Practices That Work
Develop Your Own SolutionsDevelop Your Own Solutions
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Review Research Summary
“Nontraditional Career Preparation: Root Causes and Strategies”
Authors: Lynn Reha, ICSPS; Mimi Lufkin, Authors: Lynn Reha, ICSPS; Mimi Lufkin, NAPE; Laurie Harrison, Foothill Associates
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Case StudyCase Study
What strategies could they implement to increase
participation of females?participation of females?
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STEP 1Document
Performance Results
STEP 2Identify
Root CausesPerformance Results Root Causes
The Five Step
STEP 5 STEP 3Ch
The Five Step Program
Improvement ProcessSTEP 5
ImplementSolutions
Choose Best Solutions
Process
STEP 4Create an
Evaluation Plan
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STEP 1Document
Performance Results
STEP 2Identify
Root CausesPerformance Results Root Causes
The Five Step
STEP 5 STEP 3Ch
The Five Step Program
Improvement ProcessSTEP 5
ImplementSolutions
Choose Best Solutions
Process
STEP 4Create an
Evaluation Plan
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Questions?
Mimi Lufkin
Executive Director
National Alliance for Partnerships in Equity
P.O. Box 369
Cochranville, PA 19330
610 593 8038 phone610-593-8038 phone
610-593-7283 fax
mimilufkin@napequity [email protected]
National Alliance forPartnerships in Equity