[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592820-105":59,"doc-detail-592820-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","athens-journal-of-education-volume-7-issue-3-d-stem-equity-model-diversifying-the-stem-education-to-career-pathway","Athens Journal of Education - Volume 7 - Issue 3 - D-STEM Equity Model: Diversifying the STEM Education to Career Pathway","","Presents the D-STEM Equity Model to diversify STEM education into career pathways by addressing racial STEM inequity faced by Black and Latinx students in the United States. Grounded in the National Science Foundation and National Academy of Sciences arguments about workforce needs, the study examines motivation to engage in STEM and reports findings from two Diversifying STEM Think Tanks. Input from 415 STEM stakeholders informs a model recommending racially-based collaborative policy funding and culturally responsive STEM educator training.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/athens-journal-of-education-volume-7-issue-3-d-stem-equity-model-diversifying-the-stem-education-to-career-pathway/592820/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/athens-journal-of-education-volume-7-issue-3-d-stem-equity-model-diversifying-the-stem-education-to-career-pathway/592820.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the D-STEM Equity Model?","Question",{"text":112,"@type":113},"To diversify STEM education into career pathways by addressing racial inequities that limit Black and Latinx students’ access, exposure, and STEM motivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the model developed?",{"text":117,"@type":113},"Through a study of motivation among Black and Latinx students and two Diversifying STEM Think Tanks, using perspectives from 415 STEM stakeholders.",{"name":119,"@type":110,"acceptedAnswer":120},"What policy actions does the model recommend?",{"text":121,"@type":113},"Developing diversifying STEM policies that mandate funding for racially-based collaborative STEM initiatives and integrate Black and Latinx student STEM motivation into STEM programming.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592820,1792167626,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Athens Journal of Education-Volume 7, Issue 3, July 2020 – Pages 273-296  \nD-STEM Equity Model: Diversifying the STEM Education to Career Pathway  \nBy Adrienne Coleman 􀀍  \nAccording to the National Science Foundation, \"the U.S. STEM workforce must be considered in the context of an expanding and vibrant global scientific and technological enterprise\" (2014). \"The National Academy of Sciences further suggests that, without the participation of individuals of all races and genders, the increasing demand for workers in STEM fields will not be met, potentially compromising the position of the United States as a global leader\" (2014). The stark reality is that there are a disproportionate number of Black and Latinx students who lack the access and exposure to become STEM-literate. In order for the U.S. to remain a global STEM leader, an intricate look at STEM inequity on a national scale must occur and diversifying the STEM education to career pathway must be a priority. The Illinois Mathematics and Science Academy sought to gain a better understanding of how to diversify this STEM education to career pathway. Thus, a study was conducted on the motivation of Black and Latinx students to engage in STEM as well as two Diversifying STEM Think Tanks held, to understand and address the racial STEM divide. From the perspectives of 415 STEM Stakeholders (students, parents, professionals, and educators) the D-STEM Equity Model to diversify the STEM Education to Career Pathway with national implications and global scalability was developed.  \nThis model suggests \"diversifying STEM policies\" need to be developed that mandate funding for racially-based collaborative STEM initiatives to be implemented, that work towards achieving equity by addressing the identified problems collectively and integrating factors of Black and Latinx student STEM motivation into STEM programming as well as encourage culturally responsive STEM educator training.  \nKeywords: STEM, diversity, equity, race/ethnicity, innovation  \nIntroduction  \nAccording to the National Science Foundation, \"the U.S. STEM workforce must be considered in the context of an expanding and vibrant global scientific and technological enterprise\" (2014). As a global powerhouse, the United States (U.S.) has demonstrated leadership in economics, military, political influence, innovation, and culture/lifestyle (Bremmer, 2015). Specifically as it relates to innovation, the U.S. has superb scientific institutions of higher education and is home of the majority of tech companies in the world (Bremmer, 2015) . Despite this, research suggests that the United States is struggling to maintain its competitive edge in innovation, especially in the global STEM (science, technology, engineering and mathematics) space. \"For over a decade, indicators data have shown that other  \n􀀍Director of Equity and Inclusion, The Illinois Mathematics and Science Academy, USA.  \n[https://doi.org/10.30958/aje.7-3-3](https://doi.org/10.30958/aje.7-3-3) doi=10.30958/aje.7-3-3  \nVol. 7, No. 3 Coleman: D-STEM Equity Model: Diversifying the STEM…  \nnations, led by China, South Korea, and Brazil have been increasing their innovation capacity by investing heavily in higher education as well as research and development\" (Organisation for Economic Co-Operating and Development, 2007).  \nWhile other nations continue to strengthen their innovation practices and improve STEM education, [the U.S. is](the U.S. is) lagging behind; the World Economic Forum ranks the U.S. 47th worldwide in the quality of its math and science education (Miller & Horrigan, 2014) . This is evident in the 2012 Programme for International Student Assessment (PISA), in which American 15 year-olds ranked 26th in math and 21st in science, with an average score of 481 and 497; while Shanghai-China ranked first, with an average score of 613 and 580 (Organization for Economic Co-Operating and Development, 2014). This U.S. Global STEM education inequity is further evid","cbCaiebbkOI8sGGL","https://ap.wps.com/l/cbCaiebbkOI8sGGL","pdf",568330,24,"English","# Introduction\n## Policy and model rationale\n## STEM workforce and global competitiveness\n## Evidence from international and national indicators","[{\"question\":\"What is the main purpose of the D-STEM Equity Model?\",\"answer\":\"To diversify STEM education into career pathways by addressing racial inequities that limit Black and Latinx students’ access, exposure, and STEM motivation.\"},{\"question\":\"How was the model developed?\",\"answer\":\"Through a study of motivation among Black and Latinx students and two Diversifying STEM Think Tanks, using perspectives from 415 STEM stakeholders.\"},{\"question\":\"What policy actions does the model recommend?\",\"answer\":\"Developing diversifying STEM policies that mandate funding for racially-based collaborative STEM initiatives and integrate Black and Latinx student STEM motivation into STEM programming.\"}]","Athens Journal of Education - Volume 7 - Issue 3 - D-STEM Equity Model: Diversifying the STEM Education to Career Pathway | PDF",1792075769]