In this presentation, I will describe how an action research study with a phenomenological qualitative design can be used to examine reasons that reluctant Black students use to not register with advanced science classes. My session will describe how to employ a community of inquiry to identify and remove barriers for underrepresented students. Qualitative data from focus group interviews with student participants will be presented, and I will show how a community of inquiry can analyze data. Attendees will learn about school changes proposed by a community of inquiry to reduce or mitigate barriers that underrepresented students encounter. I will also explain the benefits of iteratively revised proposals based on student participant feedback. Additionally, the implementation of proposed school changes will be discussed.

TAKEAWAYS:
Qualitative research provides educators with direct knowledge from reluctant participants. This session provides attendees with tools to assist in problem-solving and removing barriers for underrepresented students in advanced science classes.

SPEAKERS:
Diane Vrobel (Archbishop Hoban High School: Akron, OH)

The population of Latinx students is rapidly growing in the United States, yet Latinas are underrepresented in STEM careers compared to their peers of other identities. This could be in part due to the deficit-based ideology that has historically been utilized when describing this group's success in academic disciplines. This presentation will highlight the findings of a recent qualitative study that asked Latina STEM undergraduate students to reflect on their sources of persistence in high school STEM coursework. The study participants’ responses were correlated with Yosso's (2005) “Community Cultural Wealth Model" to identify their unique sources of strength and persistence in STEM. The study findings will serve as the foundation for recommendations to be made for the implementation of equitable and asset-based shifts to promote Latinas’ persistence and success in STEM at the secondary levels.

TAKEAWAYS:
Using an asset-based approach, participants will engage in social justice-themed conversations to equitably encourage Latina high school students’ persistence in STEM coursework. Ready-to-use strategies will be featured to promote greater perseverance in STEM for Latinas.

SPEAKERS:
Nicole Vitello Lowell (Charles H. Barrows STEM Academy: North Windham, CT)

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TAKEAWAYS:
You will takeaway teacher tools to support planning and implementing each flexible practice, along with understanding how these practices have played out with teachers and students. These takeaways will be supported by student and teacher examples of work with, and reflections on, these practices.

SPEAKERS:
Michael Lawson (Teaching Assistant Professor)