Furshpan and Potter Native American High School Summer Program

弗什潘和波特美国原住民高中暑期项目

• 批准号: 10493159
• 负责人: SHEILA M. THOMAS
• 金额: $ 25.01万
• 依托单位: HARVARD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-06 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10493159
• 关键词: Address; African American population; Alaska Native; Area; Back; Black race; Collaborations; College Preparation; Communities; Development; Dropout; Educational workshop; Evaluation; Feeling; Future Teacher; General Population; Goals; Graduation Rates; Grant; High School Faculty; High School Student; Hispanic; Human Resources; Institution; Internships; Knowledge; Latino; Mentors; Native Americans; Navajo; Participant; Perception; Poverty; Process; Readiness; Research; Reservations; STEM field; STEM research; School Teachers; Schools; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Secondary Schools; Series; Sioux Indians; Structure; Students; System; Trauma; Underrepresented Minority; Underrepresented Populations; Universities; academic program; aging population; career; case-based; college; curriculum development; design; empowerment; experience; faculty community; grasp; high school; mathematics content; programs; summer program; teacher community; underrepresented minority student; university student

Project Summary Underrepresented minorities (URMs) represent 33% of the US college age population and this will continues to increase (1). In contrast, only 26% of college students are URMs. In the area of Science Technology, Engineering and Mathematics (STEM), only 15% of college students completing a STEM major are URMs (2). While there have been gains in the percent of Hispanic and Black/African Americans pursuing college degrees, the number of Native American college students remains alarmingly low. In 2013, Native Americans represented only 1% of entering college students and less than 50% finished their degree. Moreover, 1% of students pursuing advanced degrees in STEM-related fields are Native American/Alaska Native. With regards to high school graduation rates, the percent of Native American/Alaska Native students completing high school has decreased with only 51% of students completing high school in 2010 compared to 62 % and 68% for Black and Latino students respectively. While identifying ways to retain students from all underrepresented groups is important, developing programs targeting Native American students is crucial. In collaboration with the Hopi community, a three-week summer course for Native American high school students at Harvard was initiated in 2001. Within three years, the program expanded to include three additional Native American communities. 225 students participated in the program over a 10-year period; and 98% of those responding to the evaluation completed high school or obtained a GED and 98% entered two or four year colleges including 6 students who entered Harvard. This program was reinitiated in 2015 and we plan to build on the existing structure and content of this successful program. Specifically, in collaboration with two Native American communities, the goal of the program is 1) to increase participants' knowledge of STEM disciplines and their relevance to issues in participants' communities via a three week case-based summer course for Native American high school students; 2) to help enhance secondary school STEM education in Native American communities by providing opportunities for curriculum development and classroom enhancement for secondary school teachers in the participating Native American communities; and 3) to familiarize students with the college experience and application process and enhance their readiness for college through workshops, college courses and internships. Through these activities we hope to 1) increase the number of Native American students completing high school; 2) increase the number of Native American students applying and being accepted to college; 3) increase the number of Native American students pursuing STEM degrees and careers; 4) increase the perception among Native American students that attending and Ivy plus institution is attainable; 5) increase the feeling of empowerment that they can help their community by pursuing advanced degrees in STEM.

项目摘要 代表性不足的少数民族（URM）占美国大学适龄人口的33%，这将使美国大学入学率下降。 继续增加（1）。相比之下，只有26%的大学生是URM。在科学领域 技术，工程和数学（STEM），只有15%的大学生完成STEM专业 是URMs（2）。虽然西班牙裔和黑人/非洲裔美国人的比例有所增加， 尽管美国土著大学生的数量很少，但他们的大学学位仍然令人担忧。2013年，本土 美国人只占进入大学的学生的1%，不到50%的人完成了学位。 此外，在STEM相关领域攻读高级学位的学生中，有1%是美国原住民/阿拉斯加人。 原生的。关于高中毕业率，美国原住民/阿拉斯加原住民学生的百分比 2010年，完成高中学业的学生减少了，只有51%的学生完成高中学业， 黑人和拉丁裔学生分别为62%和68%。在确定如何留住所有学生的同时， 代表性不足的群体是重要的，制定针对美国土著学生的计划至关重要。 与霍皮人社区合作，为美洲土著高中学生开设了为期三周的暑期课程， 哈佛的学生在2001年开始。在三年内，该计划扩大到包括三个 更多的美国原住民社区225名学生在10年期间参加了该方案; 98%的受访者完成了高中学业或获得了GED，98%的人进入了两个或两个以上的学校。 四年制大学，包括6名进入哈佛的学生。该计划于2015年重新启动，我们 计划建立在现有的结构和内容，这一成功的计划。具体而言，与 两个美洲原住民社区，该计划的目标是1）增加参与者的STEM知识 通过为期三周的基于案例的夏季课程， 课程为美国原住民高中学生; 2）帮助加强中学STEM教育， 美国原住民社区，为课程开发和课堂教学提供机会， 加强参与的美洲土著社区的中学教师;以及3） 让学生熟悉大学的经验和申请过程，并提高他们的准备 通过讲习班、大学课程和实习获得大学学位。通过这些活动，我们希望1）增加 完成高中学业的美国原住民学生人数; 2）增加美国原住民的人数 学生申请并被大学录取; 3）增加美国原住民学生的数量， STEM学位和职业; 4）增加美国原住民学生的认知， 常春藤加机构是可以实现的; 5）增加授权的感觉，他们可以帮助他们的社区， 攻读STEM高级学位。