2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Embracing individuals with diverse perspectives, experiences, and backgrounds unlocks a broader range of ideas and problem-solving approaches; however, science, technology, engineering, and mathematics (STEM) fields continue to grapple with the challenges of attracting and retaining underrepresented groups. The imperative to enhance diversity in STEM extends beyond matters of equity; it is crucial for fostering innovation, addressing societal challenges, and driving economic growth. This panel presentation focuses on a university-industry engagement model designed to recruit and retain marginalized groups in STEM.
The model is grounded in the concept of STEM capital, which encompasses the skills, attitudes, knowledge, and experiences that individuals possess in STEM, leading to their future participation in the fields. Further, the model incorporates three fundamental elements: creative applications, representation, and community signaling. First, the workshops explore non-traditional applications of STEM, incorporating art, dance, music, and fashion. Prior research demonstrates that integrating non-traditional STEM activities effectively attracts and retains underrepresented groups by connecting STEM to relatable contexts relevant to participants' daily lives, potentially fostering sense of belonging in STEM (Buechley et al., 2008; Buechley & Eisenberg, 2008; Daily et al., 2014; Leonard et al., 2014).

Second, the model emphasizes the involvement of Black and Latina faculty, staff, and students as role models. This crucial representation addresses the need for diverse role models in STEM, which has been shown to positively influence students' aspirations and persistence (Tenenbaum et al., 2014; Zaniewski & Reinholz, 2016). Finally, the model leverages the partner’s network of relationships formed through their fashion retail and non-profit activities to actively engage community participants, primarily from the target groups. This includes targeted advertising to parents who frequent their stores/events or follow them on social media, as well as partnerships with school districts to recruit groups of student participants. We expect that having this community-oriented, popular brand retailer signaling the importance of tech-based events can enhance community interest, engagement, and adoption.

The workshops take place monthly at a community space affiliated within the retail stores. Collaborating with the retailer’s in-house team, the university team develops engaging curricula, that provide two hours of engaging activities, including highlighting team STEM experiences, structured coding tasks (e.g., fixing broken code or creating missing code), gallery walks to showcase student work, and a closeout. By bridging STEM with activities beyond the traditional realm, the workshops provide participants with positive learning experiences that may spark interest, foster engagement, and create a sense of belonging in STEM (Means & Stephens, 2021). This presentation will further discuss the model, present observations and reflections from staff and students, and provide insights into scaling efforts in four states.