IDRA submitted comments in response to the U.S. Department of Education’s proposed changes to Title IX federal policy that was created in 1972 to ensure non-discrimination of students based on gender.
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Resources on Preventing and Responding to Cyberbullying in Schools
As the use of social media and cell phones continues to expand and connect students more readily in important ways, so too does the rising threat of cyberbullying. Whether it concerns students “trolling” other students on Twitter because of their perceived gender, sending continuous text messages harassing a student because of their race, or posting repeated disparaging pictures implicating a student’s religion or immigration status on Instagram, cyberbullying comes in many forms.
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Classnotes Podcast Episode: STEAM Education for Every Child Part 1 –#152
Despite efforts across the nation over the last decade to increase STEM education for girls and minority students, the data show we’re not succeeding. Reports last year revealed that, in two states, not even one female student took the AP computer science test, for example. In 11 states, there were no African American students who took the test, and no Hispanic students took it in eight states. One initiative that is showing promise is to move from STEM to STEAM by integrating the arts into STEM work.
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Math educator, Paula Martin Johnson, M.A., an IDRA education associate discusses how STEAM strategies combine a content standard and an art standard, side-by-side. This gives students an opportunity to analyze and express the content learning, while drawing on their experience, making the abstract STEM concept concreate and real.
Paula is interviewed by Aurelio M. Montemayor, M.Ed., IDRA senior education associate. Send comments to podcast@idra.org. Sign up to receive free e-mail notices when new episodes are available. Show length: 14:20.
Listen now: STEAM Education for Every Child Part 1 – #152
Article: Stem Pathways for Girls of Color – A Review of the Literature
Although women make up nearly half of the nation’s total labor community, they represent just over a quarter of the STEM workforce. Most research focused on increasing the number of minority women in STEM analyzes the impact of non-school-based summer programs on middle school girls’ perceptions and attitudes toward STEM.
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Paula Johnson, M.A., explores the research literature to highlight trends and identify areas needing further investigation.
Read article: Stem Pathways for Girls of Color: A Review of the Literature, by Paula Johnson, M.A., IDRA Newsletter, February 2016