STEM Workforce Stories for Adolescents Who Are Deaf or Hard…

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deaf and hard of hearing

STEM Workforce Stories for Adolescents Who Are Deaf or Hard of Hearing Summary : This article will introduce readers to the STEM Workforce Stories. It will provide a description of the stories and their purpose. This will be followed by an explanation of why the stories are needed and how they were developed. The article will then point out how the stories are universally designed for personalized use. Description of the methodology, results, and key findings from testing will indicate the value the stories add to teaching and learning.

The STEM Workforce Stories (SWS) were developed for use in school and out-of-school settings by adolescents who are Deaf or hard of hearing. There are eight stories each of which is told by a STEM professional who is Deaf or hard of hearing. They include stories from a naturalist, a pharmacologist, a nurse practitioner, a water quality analyst, a microbiologist, a UX/UI Designer, a geologist, and a high school teacher. Their purpose is threefold: to contribute to the interest of students who are deaf or hard of hearing in STEM, to generate awareness of a rep- resentative range of STEM careers, and to recognize that they might, as other professionals who are deaf or hard of hearing

have done, pursue and succeed in a STEM career. Each story is aligned with the NGSS Science and Engineering Practices for K-12 Science Classrooms. Implementation strategies are provid- ed and offer suggestions for integration of the stories into the curriculum in a variety of ways. Using a question-and-answer format, the STEM professionals describe their background, fac- tors that led up to choosing and embarking on a STEM career, their day-to-day work life, impediments they encountered along the way and how they overcame them, and their advice for the next generation. Image 1 shows examples of some of the STEM professionals featured in the stories engaged in their work.

STEM Professionals at Work

JUDY VESEL , is the Principal Investigator for TERC’s “Signing Math & Science” initiative– funded by NSF and the U.S. Department of Education. The SWS project and related initiatives are part of this body of work. Ms. Vesel has presented her work at many recent conferences including annual meetings of the Center for Advancement of Informal Science Education (CAISE), American Association of Museums (AAM), Assistive Technology Industry Association (ATIA), and Closing the Gap. E-mail: judy_vesel@terc.ed

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WHY STEM CAREER STORIES ARE NEEDED There is undeniable need for a diverse talent pool of STEM-lit- erate Americans prepared for the jobs of the future. STEM ca- reers make up a large majority of the fastest-growing careers in the USA (Bureau of Labor Statistics 2023). This increase is being driven by the growing worldwide demand for workers in lines of work that historically did not require STEM knowledge. This sit- uation is expected to become more urgent. By 2026, STEM jobs are predicted to grow by 13% compared with 7% growth in the overall U.S. workforce (National Science Board, National Science Foundation, 2021). While progress has been made in broadening participation of underrepresented groups in STEM, data show that persons with disabilities continue to remain underrepresented in STEM education and employment compared to their representation in the U.S. population (NCSES 2023). Regarding participation of persons who are Deaf or hard of hearing in the STEM workforce, they make up only about 2.8% of all STEM workers (NCSES 2021). Key factors that are believed to contribute to this are that per- sons who are Deaf or hard of hearing very often have little or lim- ited awareness of the range of STEM career opportunities avail- able or of examples of persons who are Deaf or hard of hearing and have pursued and succeeded in STEM careers (Gallaudet 2012). Studies reveal that seeing other people with disabilities having success in STEM boosts self-confidence (Jenson et al., 2011) and that having exposure to examples of STEM profes- sionals who are Deaf or hard of hearing is an important factor in inspiring students’ interest in a STEM career, the belief that they could be successful were they to pursue STEM, and willingness to self-advocate and persevere toward this goal (Vesel, Nave, & Robillard 2023). Of the STEM career resources that are available for the pur- pose of informing and inspiring Deaf and hard of hearing stu- dents to pursue a STEM career, only a small number exist. They include a set of text profiles with limited information of men and women who are Deaf or hard of hearing and who have made significant contributions to STEM and a few online resources of- fered from the DeafTEC and CSD Learns Web sites. None of these are designed for classroom use. Teachers of students who are Deaf or hard of hearing also report that attention to STEM ca- reers is not included in their science curriculum and that beyond a few sidebars in their science textbooks, they lack the resources they need to effectively provide their students with information about STEM careers (Vesel, Robillard, & Nave 2021). Given this absence of resources, there was a significant need for research and development of a beginning set of STEM career stories told by STEM professionals who are themselves Deaf or hard-of-hear- ing. HOW THE STORIES WERE CREATED A new and unique multi-step process for recording the vid- eos was developed and implemented. It allowed for the STEM

professional, Bridge Multimedia (our organizational partner and content service provider), and the TERC team to be in graphically separate locations. • Step 1 - Professionals were given a list of questions to help them shape what they would like to share. • Step 2 - Pre-recording— The production team from Bridge Multimedia conducted a technical rehearsal to verify that the interviewee’s computer (in Location A), Internet connection, the video recording environment, and lighting were record- ing-ready. Two sign language interpreters, the interviewer (in Location B) and the interviewee’s back-translator (in Location C) were part of the process. • Step 3 - Interview Recording—A Moderator/Interviewer who was ASL proficient was in Location A, the Interviewee was in Location B, the Interviewee’s ASL back-translator/interpreter were in Location C, a Virtual videographer was in Location D, and individuals from Bridge Multimedia, located in New York City, were available for technical support. The interview pro- cess involved making video and audio recordings with the in- terviewee and interviewer (along with ASL interpreters) in ASL and spoken English on multiple computers over Zoom. • Step 4 - Merging, Transcription and Creation of a Rough-Cut Version— The Bridge team merged the video and spoken re- cordings into a single Preliminary Version that included the video and a paper transcript of the English text. • Step 5 - Review, Editing, and Creation of the Final Version— The interviewee and TERC team reviewed the Rough-Cut Ver- sion. A Final Version was created and reviewed for content, accuracy, and length. • Step 6 - Division into Chapters and Integration of Introduc- tory & Summary Information—The text was organized into chapters such as Beginnings, Reflections of the Professional, Challenges Encountered, and Advice for the Next Generation. An introductory piece about the STEM professional by a com- mentator who is ASL proficient and short summaries of what the professional shared were added. • Step 7 - Image Integration—The professionals provided im- ages of them at work, the types of data they use or collect, equipment they use, interactions with colleagues, places they have studied, and of their family, pets, interests, and travels. • Step 8 - Integration of Closed Captions—Closed captions to enable reading while viewing material presented in ASL, spo- ken English, or both were incorporated. • Step 9 - Final Mastering—Video and audio components were balanced to optimize playback across systems and media for- mats. HOW THE STORIES ENABLE PERSONALIZED USE Universal Design for Learning (UDL) features are incorporat- ed into the stories (CAST 2018). Integration of this feature allows viewers to individualize their story experience. They can view a story in sign with captions, listen to it in English with or without

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simultaneous sign interpretation or voice overlay; increase or decrease text size, loudness, and contrast; and play and replay all or parts of a story. They can also read a transcript of the story. Image 2 shows how options to use these features are incorporat- ed into the story interface.

They suggested integrating them into core curriculum top- ics based on their alignment with the NGSS, using them as a component of a job awareness class, or incorporating them into career research projects. For example, integration into the cur- riculum might include the story from the naturalist being used when teaching ecology or to augment study of the decline of bee populations. The pharmacist’s story could be used in a biol- ogy class when discussing modern medicine. The stories could also be used in a job awareness class or to help students with a career research project. They could be incorporated into an in- troduction to a relevant topic, used as a follow-up to an activity, or illustrate how professionals use a particular concept or skill. Power Point slides could be incorporated to provide additional information to elaborate on an aspect of a story after viewing. Results for Question 2 (What kinds of outcomes are made possible with use of the stories in terms of interest and engage- ment in STEM and pursuing a STEM career?) are provided in Fig- ure 2 . Information from students about what they learned from the stories follows. School A Well, I noticed that deaf or hard of hearing persons have changed the world a lot because they (have been able) to stand up for themselves. This is good news and (gives) deaf or hard of hearing persons more opportunities. I saw deaf or hard of hearing persons have experienced frustration throughout life. I appreciated hearing about the scientist’s frustration even in high school. It made me want to seek more help now and in the future. School B I'm sure (pursuing a STEM career) was full of challenges to face and (the scientist) didn’t let doubt get in the way, and I'm really impressed with that. They're very hard workers, even though (some) learn sign lan- guage late they just keep it up and are very patient with their process of learning. That deaf can do it even if the career is involved with hearing. We can use devices for that. It can be a struggle with real world things such as communi- cating with hearing people for jobs, transportation, becoming a doctor and more. Deaf can support each other. Deaf people can succeed and accomplish cool things. We can help inform and advise others. CONCLUSIONS With respect to implementation, it should be flexible and is largely dependent on the situation. With respect to what stu- dents learned, most agreed that the stories resulted in having found out something new about STEM and more about STEM

An Example of the Story Interface

WHAT WE HAVE LEARNED TO DATE The research team conducted a proof-of-concept test with students in two schools for the deaf. One school was in Arizona. The other was in Boston. The test incorporated a mixed-meth- ods design (Cresswell & Plano Clark 2007; Johnson, Onwuegbuz- ie, & Turner 2007) that integrated qualitative and quantitative methods. Data collection involved use of separate online post- use surveys—one for teachers and another for students. The surveys incorporated fixed and open-response items that were designed to support an analysis that was intended to answer several research questions, two of which are relevant to this arti- cle: 1) How do teachers make use of the stories? 2) What kinds of outcomes are made possible with use of the stories in terms of interest and engagement in STEM and pursuing a STEM career? Results and findings for each question are highlighted below. Testing included 33 students who were Deaf or hard of hear- ing and their teachers. Image 1 provides a snapshot of their de- mographics. Results for Question 1 (How do teachers make use of the sto- ries) are provided in Figure 1 . Comments from teachers about suggested implementation strategies follow.

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School

Members

Gender

Age

Race

Hearing Level

Commiunicaton Method

English ASL-4

Hearing HH-1 Deaf-4 Deaf (CI)-1 HH (CI)-1 Hearing HH-7 Deaf-16 Deaf (CI)-2 HH (CI)-1

White/Caucasian Black/African American-3 B/AA, Hispanic/LatinX-3 Hispanic/LatinX-1

--- 14-1 15-2 16-1 17-2 18-1 --- 14-5 15-9 16-6 17-3 18-3

1 7

Teacher Students

Male Male-4 Female-3

English-1 Spanish-1 Simultaneous Communication-1

English ASL-22 English-2 Simultaneous Communication-2

White/Caucasian White Caucasian-3 Hispanic LatinX-17 Hispanic LatinX, WC-3 Indigenous, B/AA-1 Indigenous, B/AA, W C.-1 Not Responded-1

1 25

Teacher Students

Female Male-16 Female-10

Image 3. Participant Demographics

School

Numbers of Stories Viewed

How Viewed

Integration

Alone

Discussed the story together afterwards

Alone

Discussed the story together afterwards

Figure 1. How Teachers Make Use of the Stories

School

Participant

Outcome

Result

Student

Found Out Something New About STEM

Strongly Agree 3; Agree 2; Disagree 2

Teacher

Found Out Something New About STEM

Strongly Agree

Student

Found Out More About STEM Careers

Strongly Agree 1; Agree 4; Somewhat Agree 1; Disagree 1

Teacher

Found Out More About STEM Careers

Strongly Agree

Student

Increased Interest in STEM

Strongly Agree 1; Somewhat Agree 4; Disagree 2

Teacher

Increased Interest in STEM

Strongly Agree

Student

Increased Interest in a STEM Career

Agree 3; Somewhat Agree 2; Disagree 2

Teacher

Increased Interest in a STEM Career

Strongly Agree

Student

Gave Me a More Positive View of Deaf/HH Persons

Strongly Agree 2; Agree 2; Somewhat Agree 1; Disagree 2

Teacher

Gave Students a More Positive View of Deaf/HH Persons

Strongly Agree

Student

Found Out Something New About STEM

Strongly Agree 8; Agree 10; Somewhat Agree 8

Teacher

Found Out Something New About STEM

Strongly Agree

Student

Found Out More About STEM Careers

Strongly Agree 8; Agree 10; Somewhat Agree 8

Teacher

Found Out More About STEM Careers

Strongly Agree

Student

Increased Interest in STEM

Strongly Agree 3; Agree 9; Somewhat Agree 12; Disagree 2

Teacher

Increased Interest in STEM

Agree

Student

Increased Interest in a STEM Career

Strongly Agree 3; Agree 6; Somewhat Agree 11; Disagree 5; NA 1

Teacher

Increased Interest in a STEM Career

Agree

Student

Gave Me a More Positive View of Deaf/HH Persons

Strongly Agree 9; Agree 10; Somewhat Agree 7

Teacher

Gave Students a More Positive View of Deaf/HH Persons

Somewhat Aree

Figure 2. Interest and Engagement in STEM and Pursuing a STEM Career

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careers and increased their interest in both. Most students were interested in finding out what the STEM career involved and in seeing the professional at work as well as in learning about the emergence of the professional’s interest in STEM and in factors that maintained their interest. Other areas of interest included becoming aware of the challenges and obstacles the various professionals encountered and how they overcame them and in getting advice about what to do and think about when pursuing STEM and a STEM career. Although this was a small study, it provides valuable informa- tion about the value STEM career stories told by professionals who are Deaf or hard of hearing add to the learning of students. Additional testing with middle grade and high school students is underway. Outcomes will provide additional information about implementation and effectiveness of the stories. PRODUCT INFORMATION The stories were developed by TERC and Bridge Multimedia. They were funded in part by the National Science Foundation, Grant No. DRL-2005511. Video versions are available free from https://signsci.terc.edu/SWS/index.html. They can also be used on phones and tablets using a Web browser. REFERENCES Bureau of Labor Statistics, U.S. Department of Labor. (2023). Occupational Outlook Handbook , [Fastest Growing Occupations]. Retrieved from: https://www.bls.gov/ooh/ fastest-growing.htm

National Center for Science and Engineering Statistics (NCSES). (2023). Diversity and STEM: Women, minorities, and persons with disabilities: 2023 . Special Report NSF 23-315. Alexandria, VA: National Science Foundation. Available at https://ncses. nsf.gov/wmpd. National Center for Science and Engineering Statistics (NCSES). (2021). National survey of college graduates: 2019 . NSF 22- 310 Alexandria, VA: National Science Foundation. Available at https://ncses.nsf.gov/pubs/nsf22310/. National Science Board, National Science Foundation. (2021). The STEM labor force of today: Scientists, engineers and skilled technical workers. Science and Engineering Indicators 2022 . NSB-2021-2. Alexandria, VA. Available at https://ncses. nsf.gov/pubs/nsb20212. Vesel, J., Nave, B. & Robillard, T. (2023a. STEM workforce stories for adolescents who are deaf or hard of hearing project . Primary Evaluation Report. Retrieved from: https://sign- sci.s3.amazonaws.com/publications/Primary_Evaluation_ Report_June_2023.pdf Vesel, J., Robillard, T. & Nave, B. (2021). Identifying factors influencing individuals who are deaf or hard of hearing becoming interested in pursuing a STEM career [White Paper]. Retrieved from: https://sign-sci.s3.amazonaws.com/ publications/STEM_Careers_White_Paper_FINAL.pdf

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from: http://udlguidelines.cast.org

Creswell, J., & Plano Clark, V.L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

Gallaudet University. (2012). Workshop for emerging deaf and hard of hearing scientists [White Paper]. Retrieved from: http://doit-prod.s.uw.edu/accesscomputing/sites/default/ files/WhitePaper-Final_Gallaudet_Emerging_Sci_2_15_13- 1.pdf Jenson, R. J., Petri, A. N., Day, A. D., Truman, K. Z., & Duffy, K. (2011). Perceptions of self-efficacy among STEM students with disabilities. Journal of Postsecondary Education and Disability, 24 (4), 269-283. Retrieved from: https://files.eric. ed.gov/fulltext/EJ966129.pdf Johnson, R. B., Onwuegbuzie, A. J., & Turner, L.A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1, 112-133. Retrieved from: https:// journals.sagepub.com/doi/10.1177/1558689806298224

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