Lightyear Foundation’s Post

Sharing this report on youth and STEM learning in afterschool.

STEM interest among youth is declining, especially as they enter adolescence. UScellular is committed to reversing this trend. That’s why we’ve partnered with YWCA USA and renowned psychologist Richard Rende, to launch an updated STEM program guide. Dr. Rende’s research highlights a critical issue: While children show a strong fascination with STEM through age 11, interest often drops by age 15, particularly for girls and youth in rural areas with limited access to STEM resources. The findings emphasize the need for programs that are: ✅ Equitable: Expanding access to advanced STEM education in rural areas and tackling stereotypes.  ✅ Relatable: Connecting girls with women in STEM who share their backgrounds and experiences.  ✅ Relevant: Making STEM applicable to students’ lives and environments, and amplifying their voices in program design.  ✅ Supportive: Providing mentorship and encouragement, especially when challenges arise. We piloted the revamped program this summer, and this fall, we’re excited to see the YWCA roll out this program through their TechGYRLS initiative, aimed at inspiring girls in grades 3-8 to explore STEM careers. Visit our Newsroom to find out more about how UScellular is helping to lead the charge in closing the STEM education gap! #usccemp

Check out this new report - STEM & Community Engagement in the Afterschool Environment - released by our sister initiative, the Collective for Youth Empowerment in STEM & Society! The findings indicate a trend towards using community engagement as the bridge that can establish STEM’s relevance and meaning for youth, especially for some older youth who might otherwise not see themselves as STEM people. STEM literacy and engagement is about so much in addition to the workforce needs. "From enhancing youth’s social networks, improving their social skills, and increasing their interest in STEM, youth-centered programming is making a positive impact. As the STEM field increasingly influences our lives and society, it is critical that we continue to make connections between young people’s interests and issues they care about and STEM. The knowledge and tools they gain will not only support their preparation for meaningful careers but also prepare them to lead civically engaged lives." Read more from the report at the link below: https://lnkd.in/g8YMwefQ

Accessible STEM in Western Colorado As a parent of a curious child, Isabelle, navigating STEM opportunities has been a journey. Isabelle’s passion for STEM is a beacon, but the path is strewn with obstacles, from logistical to financial strains, and a rare diagnosis requiring frequent travel to specialists. The invitation to the Tactile Engineering eclipse event sparked excitement, marking another chapter in Isabelle’s journey through space, engineering, and science. Her engagement with programs like the APH Excel Academy and Project: INSPIRE has been a testament to her relentless pursuit of knowledge, despite the barriers. The prospect of attending the eclipse event underscored the challenge: the necessity of leaving our hometown for Isabelle to access enriching experiences. This begs the question: Why can’t we bring these opportunities to Western Colorado? The answer is we can—and we must. Technological advancements, like the Cadence and other refreshable braille displays, have revolutionized access to information for visually impaired individuals like Isabelle. These devices allow for entire libraries, including tactile graphics, to be accessible at the touch of a button. We envision a community-wide initiative in Western Colorado, partnering with local organizations, Colorado Mesa University, and other out-of-the-box thinkers to create accessible STEM programs. Such collaborations could offer invaluable opportunities for Isabelle and countless children facing similar barriers. This call to action is about fostering a community where accessible STEM education is the norm. It’s about ensuring that every child, including those with visual impairments, can explore the wonders of science and technology without leaving their hometown. We invite you to join us as we share this vision across advocacy websites, including LinkedIn. Together, we can transform Grand Junction into a hub of inclusive STEM learning, where the sky is not the limit but just the beginning. For those inspired to support our cause, whether by contributing to our travel fund or helping bring more accessible STEM opportunities to Western Colorado, please reach out. Your support can light the path for our community's next generation of scientists, engineers, and innovators. Let’s make it happen. Who’s in?

This highlights the need for impartial careers information, advice and guidance in schools. I work in a brilliant comprehensive school and disadvantaged students, for example pupil premium students exhibit a range of motivations towards STEM. I am not worried about the parents; it is the students who need the role models such as Rachel Keane who understand students from such backgrounds. Students also need careers guidance but school budgets don't usually stretch to providing more than one intervention from a professional for the 15-16 age group. Students can also find out that they don't have to be super smart or a 'nerd' to succeed in the majority of STEM jobs.

Fostering STEM Interest in Young Minds: A Parent's Guide In today's fast-paced world, where innovation drives progress, the need to nurture a passion for STEM (Science, Technology, Engineering, and Mathematics) in our youth is more critical than ever. I recently came across a compelling blog post that speaks directly to this challenge, titled "5 Tips to Solve the Issue of Girls' Participation in STEM Areas." At Merconnet, we recognize the importance of preparing the next generation for the opportunities and challenges of tomorrow. This article sheds light on a pervasive issue – the underrepresentation of girls in STEM fields – and offers actionable insights for parents keen on instilling a love for these disciplines. The blog post intelligently dissects the roots of gender stereotypes within STEM education, particularly focusing on the impact of early education at home. As a company deeply invested in fostering innovation, we understand the significance of dismantling these stereotypes early on. What sets this piece apart is its practical approach to solutions. The tips provided – from promoting STEM-related activities to avoiding gender-biased language – resonate with our commitment to a diverse and inclusive future. It's not merely about encouraging girls; it's about creating an environment where every child feels empowered to explore their interests without constraints. We encourage our Merconnet community to delve into this insightful article, sparking conversations and actions that contribute to a more equitable educational landscape. Together, let's be advocates for change and champions for a future where STEM knows no gender boundaries. https://lnkd.in/e7KvEqv5

I’ve just seen this article about disadvantaged parents ruling out #stemcareers for their children and find it appalling https://lnkd.in/eg4Pdv4K. I came from what some might say was disadvantage with both parents leaving school at age 11 to work for their families and trained as a shoemaker and dressmaker. Perhaps it was the get up and go they had emigrating to the UK but their priorities were for their children and they put no limitations on what we could study and achieve. I subsequently studied #chemicalengineering (no history in my extended families) and enjoy a very happy and successful career. I coach students from disadvantaged backgrounds and often find this attitude. I have lost count of boys who want to be footballers and girls who focus only on hairdressing. Nothing wrong with those professions but there are many, many others! What is inspiring is when you show the students that there are other doors potentially available, including STEM, and their eyes light up as though they never thought it was for them. We really need to get to grips with this issue which has been hanging around for years. Parents need to get educated about the opportunities for their children and not rule them out of anything, teachers need to have the knowledge to pass on to their students, schools need to employ more career guidance staff that have the expertise to inspire their students, and companies need to get #rolemodels into their local schools across the UK (and not just London and the SE) to show what is possible. We are critically short of STEM skilled backgrounds particularly bearing in mind our #netzero targets and increasing focus on the #environment and #sustainability. I know the talent is there, I have seen it, but it needs unlocking and demonstrating to students who may think it is not for them. I am heartened by organisations such as MyBigCareer and STEMAZING that are bringing the careers and STEM lights to areas that have remained dark for too long. But we need much more effort to reach everyone. I am proud to be part of the solution; will you join me? Women's Engineering Society, MyBigCareer, FLISS - Free Mentoring for Women in STEM, Graduate Mentor, POWERful Women, Institution of Chemical Engineers (IChemE), Institution of Engineering and Technology (IET), Energy Institute, Energy UK, London Business School, Imperial College Business School, Cambridge Judge Business School, Saïd Business School, University of Oxford, The University of Chicago Booth School of Business, Gillian Keegan, Department for Education, University of Nottingham, Cambridge University Department of Chemical Engineering and Biotechnology, STEMAZING, WES London Cluster, WES University Groups Board, WES Apprentice Board, Early Careers Board Womens Engineering Society, Jayne Lyell, Mani W., Alyona Segline, Laura Skedgell, Adila A Khan, Chris Lecatsas-Lyus MBACP, Sadia Cuthbert, Laura Littlehales (née Culverhouse), Teach First, Cheltenham Ladies' College

🌟 Interesting assessment of #STEM Education. I came across this fascinating article from The Guardian emphasising the urgent need to bridge the gap in STEM (Science, Technology, Engineering and Manufacturing) career opportunities for children in #England and #Wales. 🚧🔎 📚 According to the charity, Disadvantaged Parents for Equality in STEM (DPESTEM), there is growing concern that many parents from disadvantaged backgrounds tend to rule out STEM career paths for their children, unknowingly limiting their potential. 🙅♂️🚫 🌍 As a firm believer in equal opportunities and equity, it is crucial that we work together to ensure all children, regardless of socio-economic backgrounds, have access to the world of possibilities that STEM careers offer. 👩👦🔬 Here are a few key takeaways from the article: 💡 1️⃣ DPESTEM is urging educational institutions, organisations, and professionals to collaborate and implement targeted initiatives to inspire young minds to explore STEM fields. 2️⃣ Parental support and guidance play a pivotal role in shaping a child's career choices. By empowering parents with adequate awareness and resources, we can help them guide their children towards rewarding STEM careers. 📚📈 3️⃣ Schools and colleges should actively focus on debunking misconceptions associated with STEM jobs, illustrating the vast range of opportunities available and highlighting successful role models from disadvantaged backgrounds. 🌟 4️⃣ Engage with local communities and organisations to provide mentorship programmes, hands-on workshops, and immersive experiences that make STEM education more accessible and relatable. 🌍🙌 💡 Let's empower children from all walks of life to break down barriers and pursue their passions in STEM. 🚀🌈 Coming from a working class background, I wish I had been pushed more into STEM subjects. 👩🎓 #STEMEducation #Equality #InspireTheFuture #ChangeMakers https://lnkd.in/e38FQ2uk

The first time we met Kofi, it was clear that life had been tough on him. He was only 10 years old, but his eyes carried the weight of someone much older. He lived in a rural community where electricity was a luxury that few could afford, and where nights were lit only by kerosene lamps, if at all. Despite the challenges, Kofi had a hunger for knowledge that nothing could quench. Kofi would often walk miles to the nearest town, just to sit outside a small shop that had a light bulb hanging from its roof. There, he would do his homework, trying to catch up on the lessons he had missed. He had heard stories of cities where streets were lit up all night, where people could study anytime they wanted, and he dreamed of what it would be like to live in such a place. One day, during our visit to his village as part of our outreach, we brought a simple solar-powered light. We showed Kofi how to assemble it, explaining how it worked and how it could bring light to his home. His hands shook as he pieced it together, and when he finally flipped the switch, the bulb flickered on, casting a soft, warm glow in the darkening evening. The smile that spread across Kofi’s face was indescribable. He didn’t just see the light—he saw possibility, hope, and a future where he could study at night, where he could read books without straining his eyes, where he could dream without limits. For Kofi, that light was more than just a bulb—it was a beacon of what could be. We knew then that STEM SET had to be more than just another educational tool. It had to be something that could bring light into the lives of children like Kofi—children who are eager to learn but are held back by circumstances beyond their control. STEM SET was born from that moment, from the realization that we could provide more than just knowledge; we could provide hope. Every time a child like Kofi uses STEM SET, they’re not just learning—they’re unlocking a future full of possibilities. STEM SET is our way of ensuring that no child is left in the dark, that every child has the chance to shine, to learn, and to grow. We created STEM SET for kids like Kofi, so they can light up their world, one project at a time. STEM SET will transform your child’s learning by providing him/her the tools, and resources to bring their ideas to reality. Coding, Electronics, Robotics & Artificial Intelligence, all in one kit. We’re bringing the STEM lab into your home. #coding #robotics #ai #stem

It’s everyone’s responsibility to change this sad state of affairs. Schools struggle to retain subject specific teachers, and some children have so many different teachers and substitute teachers throughout their school lives, even into GCSE years. Behaviour management is a real issue in the classroom, teachers struggle, strategies constantly change (reflecting that nothing seems to be working), tempers fray, respect is lost (on both sides) the focus becomes fighting infringements outside the classroom whilst much larger ones are creating barriers to learning and teaching inside the classroom. It’s a storm. This was one of the main reasons I left the profession because the support just wasn’t in place, no matter how hard I tried, I felt I was letting children down. I was a very good teacher but I wasn’t able to teach because the fires I was battling were raging out of control. Those who aren’t behaving are also being let down because there are no resources to channel and understand the cause. It’s often a defence mechanism when can’t engage. These children aren’t bad they just aren’t equipped to feel confident. Poor behaviour is a pretty good shield against recognition. Tech and Engineering will also require Maths and typically disadvantaged students will struggle to access this subject. Once they start to move down the sets the classes have more concentrated behaviour issues in comparison to top set classes, behaviour worsens, having been given the ideal conditions, and teachers start leaving. There is no stability, no safe, calm, conducive space in which to learn. These children end up on Foundation papers, they feel dejected and disenfranchised, they feel the system no longer recognises or hears them, and a 5 is the highest they can achieve. They are trying to achieve that 5 in a class with a different teacher each week and other children screaming, shouting and arguing. THEY have the toughest job of all. My own experience in the classroom and the experience of my children tells me the system is at breaking point and it’s breaking teachers and children in the process. Anything professionals and local companies and businesses can do to become that village children need to grow is absolute gold dust. We have knowledge at our fingertips, we have energy and tales from the industry. We have the opportunity to complement learning and inspire. If these children don’t get that 5 but they have been bitten by the STEM bug, you never know, they might find a way back to it one day. It takes a community to undo inequality and break down barriers. #write #writer #writing #volunteer #education #learning #disadvantage #STEM #community #communication #rolemodels #leadership #humanity #steppingup #opportunity