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Publication

Psychology of Working Narratives of STEM Career Exploration for Non-dominant Youth

Science, technology, engineering, and mathematics (STEM) is a domain of knowledge, skills, and practices that is pervasive and of critical importance in our highly technological, rapidly advancing, and increasingly connected world; however, non-dominant youth, namely from non-White, lower-income

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Journal of Science Education and Technology Special Issue - Stories from ITEST: Inspiring Young People to Pursue STEM Careers

The ITEST program has enabled creativity, experimentation, and cultural responsiveness in STEM education and workforce development and broadened participation in STEM initiatives to Native American communities, underresourced urban communities, girls, and populations underrepresented in STEM

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Engaging Teachers in Supporting Next Generation STEM Learning

This synthesis paper highlights projects funded by the National Science Foundation’s Innovating Technology Experiences for Students and Teachers (ITEST) grant program that are either primarily designed to support teacher learning or that incorporate teacher learning in a significant way.

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Authentic Inquiries into Local Issues: Increasing Engagement and Building a Sense of STEM Identity and Agency

This paper focuses on ITEST projects that center on authentic inquiries into locally relevant issues.

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Examining Urban Students’ Constructions of a STEM/Career Development Intervention Over Time

Using consensual qualitative research, the study examines urban high school students’ reactions to a science, technology, engineering, and math (STEM) enrichment/career development program, their resources and barriers, their perspectives on the impact of race and gender on

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How High School Students Envision Their STEM Career Pathways

Given that many urban students exclude Science, Technology, Engineering, and Mathematics careers from their career choices, the present study focuses on urban high school students and adopts the social-cultural approach to understand the following questions: how do students

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Learning about Urban Ecology Through the use of Visualization and Geospatial Technologies

During the past three years we have been designing and implementing a technology enhanced urban ecology program using geographic information systems (GIS) coupled with technology.

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This material is based upon work supported by the National Science Foundation under Grant Nos. DRL-1312022, 1614697 and 1949200. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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