Chapter 12: The use of Contextually Relevant Evaluation Practices With Programs Designed to Increase Participation of Minorities in Science, Technology, Engineering, and Mathematics (Stem) Education

Increasing demands for a society fluent in science and technology have both focused attention on science, technology, engineering, and mathematics (STEM) education and generated a myriad of programs in these fields. Programs have been developed, implemented, revised, adapted, and institutionalized to address the growing demand for a competent, diverse STEM workforce. These programs are based on best practice as well as new ideas, and many have resulted in some measure of success. Nevertheless, much remains to be done. There is also an ongoing demand in STEM education and program evaluation to explore avenues to meet new expectations for increased participation and productivity and attainment of parity by a broader group of learners. While these programs have provided some success, the education community has much to learn about diversity and how to meet the long-standing needs of diverse groups, including minorities, women, and persons with disabilities.