Increase K12 STEM Teacher Diversity & Leadership
The Historical Context
From their founding beginning in the mid-1800s, HBCUs have been the lifeblood of systems that educate black children in the southern States. Not only did these institutions educate newly emancipated citizens, they also provided the means by which multiple generations following would be educated in mostly segregated school. The heroes and champions of the black community were nurtured in these hallowed but humble places which were fiercely committed to their collective mission. While these schools still exist, many of them do so on life-support systems of funding that keep them precariously close to an abyss of uncertainty. Due to integration and tenuous state support, many of their once vital teacher and educational leadership programs have marginalized or dissolved.
Current Realities and Future Outlook
The United States is experiencing a teacher shortage that is even more pronounced in STEM subjects. Additionally, the teacher workforce in public education does not demographically reflect the students that are served by these institutions. When these two issues collide, we have a significant underrepresentation of BIPOC educators in STEM fields and few effective strategies to move them into classrooms. As the student demographics continue along their same trendline, the disproportionalities will continue to grow. The HBCU represent the brightest hope for the US in mobilizing institutions which are solely dedicated to the lives of MVP and impacting the regions which they serve.
It is clearly demonstrated that although schooling is the means by which one gains entry to full participation in the expanse of career opportunities, not every system believes that as a right instead of a privilege. In order for a K-12 educational experience to truly be equitable, all students who pass through those systems should have access to the full benefit that of that experience. Students of color are most often denied entry into participation in STEM careers by eliminating the possibility of that pursuit during their K-12 experience.
NIICs Approach
The NIIC recognizes that these systems issues are a matter of design flaws within our current educational structures that set targets for students of color which are divorced from building regional economies and intergenerational wealth. Within the IC framework is the call to leverage public policy and institutional policy in service of building robust systems which are unapologetically focused on full participation of BIPOC in the innovation economy. The NIIC actively connects existing and emerging policy to do the following:
Developing HBCUs as anchor institutions and regional assets for strengthening the current teacher and future STEM teacher workforce
Leading regional strategic planning designed to broaden STEM participation and intentionality for BIPOC candidates pursuing STEM teaching credentials
Developing STEM educational leaders who understand Inclusive Competitiveness and the 4th Industrial Revolution as a primary means for building regional economies
