TIP #13 - General: Role Models

You Can’t Be What You Can’t See:

Looking at STEM Through the Lens of Student Interest 
“You can't be what you can't see,” has become somewhat of a mantra in the promotion of diversity and inclusion—especially in the fields of science, technology, engineering and math (STEM). Numerous reports support the benefits of young students seeing people who look and sound like them, expressing an interest in STEM and pursuing STEM-based careers. Typical lenses by which we view diversity include race, gender, socio-economic background, physical or cognitive ability, etc. Less typical, but equally important, is the lens of student interest. 
 
Even at a young age, students classify their interests as ”STEM-related” (e.g., robotics, coding, engineering), “arts-related” (e.g., drawing, music, reading, writing), or “social-related” (e.g., sports, storytelling, fantasy creation). Student’s whose interests could be described as “arts-related” or “social-related” often view themselves as non-STEM individuals. This self-perception is easily reinforced in and outside of school, and students often grow increasingly disconnected from STEM and innovation communities. 
However, the overlap between what is traditionally considered a “STEM pursuit” and what is traditionally considered a “non-STEM pursuit” is greater than one might think. For example, the use of statistics and statistical analysis (math) in baseball is impossible to avoid, as is the discussion around the use of wood or aluminum bats (materials science). The amount of chemistry in fine arts—from colors and drying rates, to the physical properties of various media—means that many artists would probably find themselves quite adept in the lab. This overlap goes the other way too. For example, advances in innovation need people who can understand and communicate those advances and what they mean to the community or customer. Large projects with lots of moving parts need creative and experienced project managers to make sure that people have the information and materials to get the job done.
 
As we work to improve the diversity in STEM—to show every learner that there is a place for them in the STEM community—we must keep our eyes and minds open to all the different forms that can take.

The CreositySpace approach

Every CreositySpace unit features a number of STEM entrepreneurs, their technology innovations, and the businesses they are building. Some of these entrepreneurs have STEM backgrounds; others do not. Nearly every company is composed of team members with STEM-degrees and those with degrees in non-STEM fields—but everyone is an equally valuable member of the STEM-community. Presenting science to young students through the lens of innovation and entrepreneurship helps students make connections between their interests and the STEM and innovation communities. This in turn enables us to reach, and retain, students interested in STEM (science) concepts, but do not think of themselves as the archetypal scientist or engineer working alone in the lab.  A few examples are outlined below.
Stacy and Christopher, Co-founders at Evrnu: 
As a kid, Stacy didn’t think that she was any good at science. Interested in fashion and marketing, she made her way to New York City’s Fashion Institute of Technology for college. There she discovered her interests in fashion translated into skills in the lab--although she still preferred marketing and business development side of the industry. As CEO Stacy is primarily responsible for the business development activities, while Christopher is oversees the technology development.
Jason and Jared, Co-founders at ZILA Works:
Jason (second from the right) and Jared (far right) have always been interested in sustainability and community structure. For Jason that lead him to study zoology and economics while Jared pursued studies in history. The two met in business school, through their shared interest in sustainable business development. ZILA Works was born from their shared interest in creating a company that could unite farmers, factory workers, and consumers looking for more responsible materials and environmentally friendly products.   
Click here to learn more about the role models in our K-5 science units and supplemental curricula.