Chapter 7: Collective Impact Approach to Stem: The Case of Iridescent

Low-income students of color and immigrants face major barriers to a quality education (American Psychological Association, 2010). Insufficient public education funding, lack of educational supports (Duncan & Murnane, 2014; U.S. Department of Education, 2011a, 2011b), language differences (Motamedi, Singh, & Thompson, 2016; O’Conner, Abedi, & Tung, 2012), and transportation challenges (Robinson, 2015) too often prevent these young people from attaining the education they need to enter a 21st century workforce. Despite years of education reform, opportunity gaps between advantaged and disadvantaged communities continue to grow.

In no area of education are these disparities more evident than in science, technology, engineering, and math (STEM). By fourth grade, many low-income students are already behind in reading and math (Child Trends, 2013) and are less likely to be exposed to STEM in any meaningful way. They lack access to mentors, tutors and other educational supports and, as a result, likely will not see STEM as a career path. All of this contributes to the growing racial/ethnic and gender gap in STEM and technology fields, where there is significant job growth but a shortage of skilled workers. In a globalized world where innovation and technology are drivers of growth and opportunity, we are leaving behind an entire generation of potential leaders.