Please feel free to write in comments or questions in the chat as Mimi is presenting!

Hi welcome if you are just joining us. This is Carina from the Gates Foundation. Please feel free to write comments in the chat and quesitons!

The Uhura study?

Right. I will post.

honestly I can’t really pick one of the 3 for CUNY, but if you want the one with the most focus, it is #2.

Citation for study Mimi referenced: O’Keeffe, Moira. 2013. “Lieutenant Uhura and the Drench Hypothesis: Diversity and the Representation of STEM Careers.” International Journal of Gender, Science and Technology 5(1).

Hello can you please pose questions in the chat?

http://genderandset.open.ac.uk/index.php/genderandset/article/view/265/463

there isn’t a good way to measure these things

Unfortunately, no

I think that Denver CareerConnect may be asking students about the number of contacts they’ve made; Wonderful Education in the Central Valley is very sensitive to social capital development, but again they don’t measure it. The best I can say I’ve seen is that programs are designed to explicitly develop social capital but not to measure it.

Would also be good to see if anyone has connected these measures to standardized measures that school systems are using, or helping school systems incorporate these measures into assessment.

Re the work or occupation identity, I’d go back to the very early work from the second wave of the women’s movement when women began to look at how being relegated to the private sphere or to liminal spaces like schools impeded identity development. In some ways the popular literature on how women should/do behave in the workplace is an outgrowth of the research and thinking. It also had a powerful racial dimension which wasn’t always acknowledged.

mizukoi@uci.edu - please email if you would be up for reviewing and commenting on a draft of the report

Confirmed what we see in Memphis and I doubt that our schools are doing any work in this field. But I can look into it.

While I think the focus on adolescence is correct, I think the pre-adolescence experience is also key, as it can support interest and relevance of early math or math confidence needed to support academic preparation for high school.

This is aligned with my experience as a youth developer and classroom teacher in NYC.

Very helpful framework - sorry if I missed this at the beginning but trying to work through how we define ‘occupation’ here in a way that shapes designs… we’ve been thinking a lot about optionality as a key metric and that means diversifying pathways/networks/etc. But pragmatically also get that targeting particular occupations like STEM etc is important. Just a design tradeoff I’m thinking through.

please also feel free to reach out to me with other reflections and questions! emily.lockwood@gatesfoundation.org

This is great stuff. We’ve had a youth development program (Science Career Ladder) for 32 years and have had success with students skills in STEM and young people. 70% of our young people go onto college majoring in STEM. We don’t have any longitudinal data, however. Would love to share this framework with our youth development folks.

Thank you for doing these webinars and sharing this information