Highlights

Upcoming LPFI Research Projects

  • Girls of Color in Computer Science
  • Disparities in High School Course Offerings
  • Perceived Barriers to Entry & Success in STEM Fields
  • SMASH and SMASH Prep Impact Evaluation
  • SMASH Alumni Data Collection

SMASH 2012 Evaluation Report

The Summer Math and Science Academy (SMASH) 2011-2012 Evaluation Report was designed and implemented by the LPFI Research Team to:

  • Examine the goals, objectives, and activities of the SMASH program and construct measures to assess impact in each critical area.
  • Collect data from SMASH scholars to measure academic growth, attitudes, aspirations, and skills and understand students' perspectives of the SMASH program.
  • Utilize the data and findings to document outcomes and inform program growth and improvement.

"The solution...

to America's competitiveness problem is to activate the hidden workforce of young men and women who have traditionally been underrepresented in STEM careers - African Americans, American Indians, and Latinos."

- National Action Council for Minorities in Engineering, Inc. 2008

Why is STEM Education Important?

  • 7 of the 10 projected fastest-growing occupations over the next ten years are in STEM fields [i]
  • STEM occupations have grown 8% in the last 10 years (2000-2010) and are expected to grow twice as fast (17%) in the next ten years.[ii]
  • 16 of the 25 highest-paying jobs in 2010 require STEM preparation and STEM workers earn 26% more than their non-STEM peers.

Research

The research team at LPFI examines inequity in access and opportunity across K-12, higher education, and workplace contexts in order to improve the outcomes for underrepresented students in the fields of Science, Technology, Engineering, and Mathematics (STEM). 

Our Research Priority Areas of Focus:

  • Inequity in access and opportunity for underrepresented students of color in K-12 STEM education.
  • Social/psychological mechanisms impacting engagement and persistence in STEM for underrepresented students of color.
  • Effectiveness of STEM intervention programs for middle and high school students of color (e.g., SMASH and SMASH Prep).
  • Innovative approaches to pedagogy and curriculum to engage underrepresented students in STEM subjects and improve academic outcomes.
  • Lack of diversity in STEM workplaces, specifically focusing on biases and barriers for individuals from underrepresented groups (e.g., race, gender).

 

How Does the U.S. Compare to Other Countries in STEM Education?
  • The World Economic Forum ranks the United States 52nd in the quality of mathematics and science education, and 5th (and declining) in overall global competitiveness [v]
  • The United States ranks 27th in developed nations in the proportion of college students receiving undergraduate degrees in science or engineering [vi]
  • There are more foreign students studying in U.S. graduate schools than the number of U.S. students [vii] and over 2/3 of the engineers who receive Ph.D.’s from United States universities are not United States citizens [viii]

What Challenges Face Underrepresented Students in STEM?
  • On average, teachers in schools with high concentrations of low-income, minority students have less education, fewer qualifications, and less experience than teachers in schools with low concentrations of low-income, minority students.[ix]
  • African-American and Latino students combined represented only 15% of all AP test takers in Physics and Calculus[x].
  • Underrepresented students of color earn Bachelor’s Degrees in STEM at rates much lower than their White and Asian peers[xi]
  • Of the U.S. Citizens that earned Ph.D.’s in Science and Engineering in 2008, African-American, Latino, and Native Americans combined comprised only 10.5%.[xii]
  • African Americans and Latinos/as represent only 7% of the entire science and engineering workforce [xiii], and African-Americans represent just 1% of technology startup founders[xiv]