A Promising Intervention Model to Promote Postsecondary Transition and Career Development
Main Article Content
Keywords
work-based learning, STEM education, Culturally responsive education
Abstract
The Hōkūlani program is a strength-based, work-based and culturally responsive intervention designed to support to Native Hawaiian high school students enter into science, technology, engineering and math pathways. Among the five program components, this article will provide an overview of the work-based learning component of the Hōkūlani model intervention.
References
participation of students with disabilities in science, technology, engineering, and mathematics: Lessons learned and resources from NSF's RDE projects. https://www.washington.edu/doit/increasing-participation-students-disabilities-science-technology-engineering-and-mathematics
Hossain, M. M., & Robinson, M. G. (2012, February). How to Increase American Students’
Participation Rate in STEM Careers. In Global TIME (pp. 57-61). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/39396/
Kerr, J. Q., Hess, D. J., Smith, C. M., & Hadfield, M. G. (2018). Recognizing and reducing
barriers to science and math education and STEM careers for Native Hawaiians and Pacific Islanders. CBE life sciences education, 17(4), mr1. https://doi.org/10.1187/cbe.18-06-0091
National Science & Technology Council, Committee on STEM Education (2018,
December). Charting a course for success: America’s strategy for STEM Education. National Science and Technology Council. https://www.energy.gov/sites/default/files/2019/05/f62/STEM-Education-Strategic-Plan-2018.pdf
Nguyen, T.T.T., Francis. O.P., Miller,S.F., Kuehu, D. McLean, K., Irvine, J.L., Izawa, N.R., &
Iwamoto, M. (2016). Native Hawaiians in Engineering: A Path to the Professoriate. American Society for Engineering Education (ASEE) Annual Conference & Exposition, Utah. https://doi.org/10.18260/1-2--30832
Packard, B.W.L. (2016). Successful STEM mentoring initiatives for underrepresented students;
A research-based guide for faculty and administrators. Sterling, Virginia: Stylus Publishing, LLC. https://doi.org/10.4324/9781003447245
Pender, M., Marcotte, D. E., Domingo, M. R. S., & Maton, K. I. (2010). The STEM pipeline:
The role of summer research experience in minority students' Ph. D. aspirations. Education Policy Analysis Archives, 18(30), 1. https://doi.org/10.14507/epaa.v18n30.2010
Salto, L. M., Riggs, M. L., De Leon, D. D., Casiano, C. A., & De Leon, M. (2014).
Underrepresented minority high school and college students report STEM-pipeline sustaining gains after participating in the Loma Linda University summer health disparities research program. PloS one, 9(9). https://doi.org/10.1371/journal.pone.0108497
Scott, C. E. (2012). An investigation of science, technology, engineering and mathematics
(STEM) focused high schools in the U.S. Journal of STEM Education: Innovations and Research, 13(5). https://www.jstem.org/jstem/index.php/JSTEM/article/view/1629/1493
The Alliance for Science & Technology Research in America. (2019). Hawaii’s 2019 STEM &
innovation report card. https://www.usinnovation.org
U.S Bureau of Labor Statistics. (2017). STEM occupations: Past, present, and future.
https://data.bls.gov/
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
RDS Journal is an open-access journal, create a free account to read full articles and to submit a proposal. For visual arts and multimedia, submission will be considered evidence that you are offering RDS the right to display your work without penalty, compensation or royalties.
Hye-Jin Park, University of Hawaii
Hye-Jin Park, Ed.D., is an associate professor at the Center on Disability Studies. She has about 20 years of experience working with exceptional students and has evaluated and directed multiple projects for exceptional and culturally and linguistically diverse students. Her research interests include program evaluation, transition, and STEM education.
Kendra Nip, University of Hawaii
Kendra Nip, Ph.D., has served as the project or research data coordinator for several U.S. Department of Education funded programs that support middle and high school students enter into science, technology, engineering and math fields. Her other research interests include cognitive assessment of culturally and linguistically diverse populations and identification of potentially biased test items.
Jerrik Feliciano, University of Hawaii
Jerrik Feliciano, M.Ed., is the project coordinator for two strength-based, work-based and culturally responsive programs—Project Hōkūlani and Culturally and Linguistically Diverse and Twice Exceptional Students Achieving and Matriculating into STEM. He is interested in developing lessons that blend science, mathematics and culture for secondary and primary school students.