Furshpan and Potter Native American High School Summer Program

项目摘要 代表不足的少数族裔(URM)占美国大学适龄人口的33%，这将 继续增加(1)。相比之下，只有26%的大学生是城市居民。在科学领域 技术、工程和数学(STEM)，只有15%的大学生完成了STEM专业 是URM(2)。虽然西班牙裔和黑人/非裔美国人的比例有所上升 尽管拥有大学学位，但美国原住民大学生的数量仍然低得令人担忧。2013年，Native 美国人只占进入大学的学生的1%，完成学位的不到50%。 此外，在攻读STEM相关领域高级学位的学生中，1%是美洲原住民/阿拉斯加人 土生土长的。关于高中毕业率，美洲原住民/阿拉斯加原住民学生的百分比 完成高中学业的人数有所下降，2010年只有51%的学生完成了高中学业 黑人和拉丁裔学生的比例分别为62%和68%。同时找出留住所有学生的方法 代表不足的群体很重要，开发针对美洲原住民学生的项目至关重要。 与霍皮人社区合作，为美洲原住民高中举办为期三周的暑期课程 哈佛的学生学校是在2001年创办的。在三年内，该计划扩大到包括三个 更多的美洲原住民社区。225名学生参加了为期10年的计划；以及 98%的受访者完成了高中学业或获得了GED，98%的受访者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 计划在这一成功计划的现有结构和内容基础上再接再厉。具体地说，与 两个美洲原住民社区，该计划的目标是1)增加参与者对STEM的了解 通过为期三周的以案例为基础的暑期活动，了解学科及其与参与者社区问题的相关性 为美洲原住民高中生开设的课程；2)帮助加强中学STEM教育 为课程开发和课堂提供机会的美国原住民社区 对参与的美洲原住民社区的中学教师进行增强；以及3) 让学生熟悉大学经历和申请流程，并增强他们对 通过研讨会、大学课程和实习，在大学学习。通过这些活动，我们希望1)增加 印第安人完成高中学业的学生人数；2)增加印第安人的人数 申请并被大学录取的学生；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对参加和 常青藤+机构是可以实现的；5)增加他们可以通过以下方式帮助他们的社区的赋权感 攻读STEM高级学位。

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.