We plan to continue some aspect of the online version of the program because it does allow people in different places to attend. So it really does attend to equity in a sense. However, we also know that relationships are more easily created in-person so we look forward to eventually getting back to that. Also, we have sent out kits to people’s homes so we’d love to understand a bit more about curriculum around sensors. 

You are right on target.  The term equity has a firmness that follows  technology for those in our projects. The need fellowship along with the tools of sensing.     Understanding how sensors work to supply data is more than knowledge on how the tools work..but how they are used.  That type of curriculum...based on projects, sharing to move from interests take time and practice.  Visit our video as we could use your thoughts on how learners take on roles to  progress into  non-competitive "cohorts" of fellowship.  We look forward to sharing more on the sensors and curriculum. 

That is such a great question Emily. Yes, we already had many of these partnerships in place. As you mentioned, these partnerships take a significant time to build meaningful relationships. Also, we have a Community Relationships and Engagement Manager who is a Black woman from the community and that works full time on building these partnerships. Feel free to check out our paper that we co-wrote with her about establishing partnerships with parents and organizations that will be published and presented at the RESPECT 2021 conference.

Thanks, Sheena! @Emily, Sheena is spot on! We have a multifaceted approach for nurturing existing and cultivating new partnerships with other orgs for our program, community and families in formal and informal ways. Strategies range from having a role like mine, Community Relations and Engagement, dedicated to personal, community-based approaches to partnership building, to our implemented technology solution, the STEAMville platform, which affords us to ability to spread and deepen relationships beyond geographical bounds and recommend partner programs based on our youths’ interests.  Please do check out the RESPECT paper and the platform at steamville.org. Happy to chat more!

Thanks Caitlin! Yes, we were able to recruit new girls and families. Actually, this was one of our largest amount of girls who signed up for the program ever. However, their participation has been less than the number that registered, which is expected even in f2f. Yes, social justice was one that was very popular, and we have a number of outside organizations that have interesting work that the girls have taken to.

Hi Heidi! The mentors worked remotely all year — they deserve so much credit as so many of them were also in virtual school and dealing with their own COVID-related issues. As the Divas were split into two groups - New and Returning - we split the mentors up as well. I met with each group weekly to review lesson plans, discuss facilitation strategies, and reflect on how the sessions were going. The majority of our mentors have served as STEAM mentors with us before. We had a few PD sessions on specific topics during those meetings but were mostly able to jump right in with these knowledgeable and experienced mentors! At the beginning of the year, the mentors also worked to check in with individual families to see how everyone was doing during the COVID crisis and encourage them to return for this year’s program. Especially through the work of our Community Engagement Manager (Sheena mentioned above) we have learned that those personal touches go such a long way in building relationships.

Hi Candice! The short answer is yes! Previous iterations of the work have shown us that moving from participant to mentor can be an incredibly generative pathway. In our new location, we don’t yet have any Divas moving from middle school to high school, but it is absolutely our intention to find ways for these learners to stay involved in the program as they grow their expertise and interest. Serving as a mentor is a paid position as well, so moving into a mentor role also demonstrates that there are employment opportunities in STEAM!

Thanks for asking Daniel. The program is entirely done during out-of-school time (OST). Since we know learner need various supports, we focus on interactions with the curriculum in the program, the mentors, the parents and caring adult network (CAN), and with other organizations that run STEM programs. Our goal is to build an ecosystem that supports Black and Latina girls -- but we know that a program by itself will not result in sustained interest.

Hi Sherry! That is such an interesting question. I really expected to see a lot more of parents in the Zoom calls with their children, but they've been a little more separate than I would have guessed. That's not to say parents aren't listening in or participating off-camera, of course. In one case, a young participant was struggling with having both school and Divas all-virtual, and we worked with her parents to make it so they could help her with her projects on their own time together. Parents know what their kids need!

We also happen to have multiple sets of siblings in the group this year, so it has been fun to see the ways they navigate joining workshops from the same room vs different rooms, etc.

Thank you so much! Throughout the past two years of the program, we have learned that parents are a huge factor in foster girls STEM interest. We developed a Caring Adult Network, meaning not only parents, but grandparents and others that care for the Divas, participate in our workshops. They learn about and have discussions around identity and learning support roles they play currently and others they can take on.

Great question Diana! Actually we've gotten that a lot and have expanded our program to girls as young as 9-10 years old (4th-5th graders). They are so enthusiastic and we have created cohorts (some mixed grades) where the older girls can mentor the younger girls. Other than that, we haven't had to change that much other than the mentors are more aware of the various ages and gives more autonomy vs more guidance as needed.