4-H Science

Session 5
Introduction

4-H Science for ALL:

Strategies for Targeting Underserved and Underrepresented Youth

Partnering to expand 4-H Science program delivery can leverage networks, resources and opportunities to reach youth traditionally overlooked by science programs. Strong partnerships are a hallmark of successful 4-H programs that are designed for youth underrepresented in STEM majors and careers. In this session you will assess your current assets and needs for engaging underrepresented youth and adults in your 4-H Science programming. You will also learn and share several strategies for targeting traditionally underserved communities. Check out this resource 4-H Science in Urban Communities Promising Practices Guide http://urban4hscience.rutgers.edu. Need more info on the broader issue of getting underrepresented audiences engaged in STEM? Take a look at this resource Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads (a National Academy of Sciences report, 2011). http://www.nap.edu/catalog.php?record_id=12984. Question: What are three strategies for reaching traditionally underserved youth and communities with 4-H Science?

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4-H Science for ALL:

Strategies for Targeting Underserved and Underrepresented Youth

Objectives
Participants will: Learn evidence-based promising practices and strategies to successfully engage girls, minorities, and other underrepresented youth in non-formal STEM programs. Learn about tools and resources from 4-H and other organizations targeting STEM for underserved communities and underrepresented audiences. Understand the benefits of community partnerships in serving underrepresented youth and learn strategies to develop successful ones. Determine current assets and needs for improving engagement with youth from underserved and underrepresented audiences.

Materials Needed
(Download them from the resource center or collect from office.) 1. Copy of eJournal 2. Map of your county or state (depending on your program responsibility) Look at a map of your county or state and/or draw one below. Who are you serving and where are they located? Where are the most diverse communities? Where are the traditionally underserved youth and communities? Where is your office relative to your underserved/underrepresented populations? Draw a picture of your county or state here. Answer the above questions regarding the communities in your program area.

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4-H Science for ALL:

Strategies for Targeting Underserved and Underrepresented Youth

Promising Practices and Strategies to Engage Underserved and Underrepresented Youth in 4-H Science
1. Self Assessment/Reflection
Question: Who are we currently serving with our 4-H Science programs (M/F, race, ethnicity)? Which communities in our county or state?

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Dont believe you have the resources to reach additional populations? Dont fret; continue with strategies 25.

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4-H Science for ALL:

Strategies for Targeting Underserved and Underrepresented Youth

2. Partner, Partner, Partner for Programming and Training

Let's take a look at the video from Partnering With Afterschool Providers. Question: Who could you partner with to reach traditionally underserved and underrepresented youth and communities with 4-H Science? (Name a minimum of three potential community-based partners.)

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3. Staff for Diverse Audiences

Question: Who currently delivers your 4-H Science programs?

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Strategies for Targeting Underserved and Underrepresented Youth

4. Target Underrepresented and Underserved Youth

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5. Reduce Barriers to Participation

Question: What are some of the common barriers to participation in 4-H Science programs for underserved and underrepresented audiences? (Name a minimum of three.)

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4-H Science for ALL:

Strategies for Targeting Underserved and Underrepresented Youth

Personal Reflection
Please post your reflection in the discussion thread Session Five_Reflection in the 4-H Science E-Academy Message Board. List and describe two elements from this training that you will incorporate into your program, and/or, in training others to conduct programming.

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4-H Science for ALL:

Strategies for Targeting Underserved and Underrepresented Youth

Self-Assessment Checklist
1. I am aware of the extent that my 4-H Science program is currently serving youth from populations that are underrepresented in STEM majors and careers. o YES o NO

2. I can identify my strengths and needs for engaging underrepresented youth in my 4-H Science program. o YES o NO

3. I can name community based organizations in my county/state that would potentially be good partners for reaching underrepresented youth. o YES o NO

4. I am aware of the benefits of partnering with community-based organizations to bring 4-H Science to underrepresented audiences. o YES o NO

5. I can identify three strategies for staffing my 4-H Science programs to better serve underrepresented youth (outside of full-time staff and traditional volunteers). o YES o NO

6. I am aware of common barriers to participation in 4-H Science programs for underrepresented audiences. o YES o NO

7. I can access suggested resources for targeting and engaging youth from underrepresented communities. o YES o NO

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Suggested Resources

4-H Science for ALL:

Strategies for Targeting Underserved and Underrepresented Youth

4-H in Urban Communities Promising Practices Guide Eighteen 4-H Youth Development professionals from across the country contributed to the development of this promising practices guide for 4-H Science in Urban Communities as part of a National 4-H initiative funded by the Noyce Foundation. The guide includes promising practices, case studies, and suggested resources in each of 15 content areasall with a focus on expanding the quality and quantity of out-of-school science programming. Available at: http://urban4hscience.rutgers.edu. Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads this report by the National Academy of Sciences focuses on the critical lack of minorities in STEM-related careers and offers concrete ways to address this issue. Available at: http://www.nap.edu/catalog.php?record_id=12984. Learning Science in Informal Environments: People, Places, and Pursuits an invaluable guide from the National Research Council for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K12 science educators. Contributors have experience in a range of settingsmuseums, afterschool programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Available at: http://www.nap.edu/catalog.php?record_id=12190. Promising Practices in Positive Youth Development with Immigrants and Refugees immigrant and refugee youth benefit from community-based and afterschool programs for many of the same reasons as their non-immigrant counterparts. However, their unique strengths and needs are important for programs to consider when targeting these youth. Based on an analysis of over 60 programs, this article provides seven principles of effective positive youth development programs, as well as promising practices from across the country. Available at: http://www.tpronline.org/article.cfm/PYD_with_Immigrants_and_Refugees.

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Strategies for Targeting Underserved and Underrepresented Youth

Surrounded by Science: Learning Science in Informal Environments based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits, this book is a tool that provides case studies, illustrative examples, and probing questions for practitionersmaking valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others. Available at: http://www.nap.edu/catalog.php?record_id=12614. What Works for African American Children and Adolescents: Lessons from Experimental Evaluations of Programs and Interventions a Child Trends brief reviews rigorous evaluations of out-of-school programs serving African-American children to identify programs that work, as well as those that do not, and the intervention strategies that contribute to program success. Available at: http://www.childtrends.org/Files/Child_Trends-2011_02_01_RB_WW4AAChildren.pdf.

Finding Community Partners National After School Science Directory Thousands of programmatic listings searchable by zip code, content, audience and program type. http://Afterschoolscience.org/directory National Girls Collaborative Project Program Directory Listing of girl-serving STEM organizations across the country affiliated with NGCP. http://www.ngcproject.org/programs

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Strategies for Targeting Underserved and Underrepresented Youth

Select Resources for Promising Practices National Girls Collaborative Project Resources A collection of studies and research-based practices for engaging girls and girls from underrepresented minorities. http://www.ngcproject.org/exemplary-practices-overview SciGirls Educational Policy: Engaging Girls in STEM Seven strategies for engaging girls (and all students) with STEM. PDF Guidebook includes research references and tips for increasing the effectiveness for existing curriculum and activities. http://www.pbs.org/teachers/scigirls/philosophy/ Techbridge There is a guidebook and supplementary materials for professional scientists and engineers to help them be most effective in inspiring and mentoring girls to pursue STEM careers. http://techbridgegirls.org/RoleModels/Resources.aspx

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