Including student voice in school design is an important strategy for promoting and facilitating educational equity. Ensuring that all students’ backgrounds and perspectives are considered is especially critical during a time when many people in the United States continue to experience the injustice of racial and social inequities.
How can educators develop and implement strategies that attract and retain Black or African American, Hispanic or Latino, American Indian, Native Hawaiian, Alaskan Native, and other Pacific Islander students and professionals in STEM?
Broadening participation in the STEM workforce means taking into account non-traditional academic and career pathways. It can also mean welcoming back people who seek to return to or advance STEM career pursuits they had left behind to join the military, raise families, or for other reasons.
Every fall semester, first-time college students across the country embark on an academic journey full of promise. Unfortunately, some students do not make it to the finish line because they have trouble adjusting to the academic demands of college.
Academic institutions can be difficult to navigate, especially for students who do not have college-educated parents. At 4-year institutions, first-generation students are twice as likely than students whose parents have a bachelor’s degree to leave before their second year.
The high cost of tuition at public and private 4-year academic institutions is a hot topic in national media today. However, students face many financial barriers to degree completion introduced by expenses that aren’t fully covered by their financial aid packages.
The transition from high school to college can be difficult in the best of times, let alone during a global pandemic. Our previous post on Supporting Postsecondary Transitions During COVID-19 offers practical resources for supporting students and families navigating the college application and enrollment process during the pandemic.
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