Asia-Latinos, More Than Allies – Breaking Intersectionality by Activating the Word Inclusion

#stopasianhateEducation
LinkedIn
Woman in black jacket and pants smiling sitting on stairs

This article originally appeared in the Journal of the Prospanica Center for Social Justice

Has anyone ever given you “the look,” laughed at your accent, or criticized you for the way you mix your adjectives and adverbs?

If so, welcome to the club! Have you been asked if your father catches flies with chopsticks, if you know karate, or to lay low and wait for your turn—also known as “The Asian Ricepaper-ceiling” (referring to the term “Glass-ceiling”)? If so, then welcome to the other club! These examples are just is a small sample of the intersectionality some of us live daily.

The labels we typically use—background, age, gender, religion, interests, and preferences—are helpful when viewed as assets or positive differentiators. However, some people use them as discrimination flags, another excuse to show bias, intolerance, and sometimes even hatred. We can control part of this usage, and there is a part out of our control. To stop the negative impact, we must change our mindset and direct our actions towards real inclusion.

Inclusion is a verb. And the opposite of inclusion is disadvantage.

We’ve all heard in the news and social media that our Asian communities across the country continue to be attacked by intolerant and disrespectful individuals (to name them respectfully). As we know, this is not new! This has been happening for years. We hear about it now because the aggression has become harsher and the lack of action from authorities is more evident. The most recent case I watched was a woman attacked outside a hotel, and the most devastating part was not the action itself but the fact that two guards watched and didn’t do anything. It’s outrageous.

Any attack—verbal or worse—happening to anyone in front of us, regardless of who they are, becomes our issue. When a crime occurs in front of you, and you do nothing, you are an accomplice. The only way to change the current situation is to stand strong, side by side, with our Asian brothers, sisters, friends, and acquaintances. Let’s activate the word inclusion through these three actions:

• Educate – Research, read, ask, learn about history. Study topics from immigration to culture and traditions to understand who Asian Americans are, which countries they represent, and their contributions to our amazing country. As St. Augustin said in the year 399, “You can only defend what you love, and only love what you know.”

• Unite – Become an ally of other communities, introduce them to others, embrace their cultures, and defend their right to their traditions and beliefs. You can’t achieve this goal from afar; it has to be from within. Participate, hold hands, wear their T-shirt (Note: I am still looking for some Asia-Latinos to help me create a MeetUp or Club in ClubHouse).

• Represent – Get involved in the conversation. Defend someone when you witness injustice. Help develop future leaders and participate in Asian-rights marches. Invite them to your meetings. Be heard by writing articles, speaking on podcasts, raising your hand. In short, activate your good intentions.

I am a proud Asia-Latina! I’m proud of my roots! I’m proud of my ancestry! I resolutely refuse to walk the streets in fear. We need you, Latina, Latino, Hispanic, LatinX, Latin@, to help our Asian communities fight for their rights, their rights for freedom, and the pursuit of happiness. This is not the time to be just an observer or a cheerleader. We need you to step up and lend a hand, speak up and protect each other, take action.

We have done it under the motto, “Si se puede.” We know how to do it. Now it’s our turn to become true allies of the Asian community, and together, stand up, get on, and stay strong.

About Minué Yoshida

Minué Yoshida is a multicultural speaking coach. She is a half Mexican- half Japanese multilingual entrepreneur and author, whose mission is to help people discover who they are, what they are capable of, embrace their powers with bravery, and leave an impact in the world. Through her coaching and consulting services, both in Fortune 100 Companies and her International Consulting Business, she enables those who are ready to get to the next level, whether this is breaking the glass ceiling at the top or launching their own businesses. Minué is the Co-Founder of Yoshida Academy for Leadership Skills, Excellence and Personal Transformation, expanding their services to a wide audience in the USA and Worldwide. www.yoshidaconsulting.com

Science Cheerleaders – Gimme an S for STEAM!
ActivistsEducation
LinkedIn
Science Cheerleaders at the USA Science & Engineering Festival

By Brady Rhoades

Theresa Oei is a cheerleader for the New England Patriots. She’s also a Ph.D. candidate in chemical biology at Harvard University.

Kayla Rossel cheers for the San Francisco 49ers. After getting a Psy.D. in clinical psychology, she works as a psychologist specializing in eating disorders.

Tynesha McClain earned her B.S. in molecular physics and biochemistry from Yale University. She’s a food technologist who’s cheered for the Baltimore Ravens, Baltimore Blast and Chesapeake Bayhawks.

Cheerleaders who are STEAM professionals?

It bucks stereotypes, but guess what? It’s the norm.

There are Science Cheerleaders on every NFL and NBA team that employs cheerleaders.

These multi-skilled women are the heart and soul of Science Cheerleaders, Inc., a national nonprofit organization of current and former professional and collegiate cheerleaders pursuing careers in science, technology, engineering, the arts and math.

“Almost every time a girl realizes that I am an engineer and former pro-cheerleader, I can see the light bulb going off in their minds. I know the moment they all of a sudden believe in themselves that maybe one day, they can be a scientist or engineer and also a cheerleader, and it’s one of the most rewarding feelings,” said Dr. Wendy Brown, Ph.D., director of outreach for Science Cheerleaders.

Brown teams with company founder Darlene Cavalier, who co-authored The Field Guide to Citizen Science, and Samantha Marsillo, director of operations, as top-tier leaders.

High Kicking the Stereotype

The concept: Science Cheerleaders playfully challenges stereotypes about cheerleaders and women in STEAM. The organization aims to connect with the nation’s four million youth cheerleaders through a shared interest in cheerleading while changing perceptions about who scientists are, what they do and who can pursue careers in STEAM.

Leveraging the popularity of sports and cheerleading, Science Cheerleaders reaches not only girls but also their families and sports fans. Some teams, such as the San Francisco 49ers, New England Patriots, Atlanta Falcons and Washington Commanders, feature dozens of cheerleaders pursuing STEAM careers.

Science Cheerleaders facilitates in-person and online events, where cheerleaders perform STEAM-themed choreographed routines, lead hands-on science activities, hold meet and greets, autograph trading cards featuring their STEAM and cheer stats and host cheer workshops. Events range from small, rural locations to nationwide events, such as performing at halftime during a Philadelphia 76ers game and at the USA Science and Engineering Festival in Washington, D.C.

Brown was one of the lead researchers for Project MERCCURI (Microbial Ecology Research Connecting Citizen and University Researchers on the ISS). Her team enlisted the help of 4,000 cheerleaders and sports fans to swab shoes and cell phones for microbes at games and other Science Cheerleader events. This was part of a research and citizen science project to learn if and how microbes grow differently in microgravity than on Earth, which is important to understand for long-duration human spaceflight.

Those microbes were analyzed by UC Davis, and 48 samples were launched on a Space X rocket to the International Space Station. In a delightful surprise, a Pop Warner cheerleading team discovered a previously unknown species of microbe while working on the project.

Science Cheerleaders on cover of magazine
Science Cheerleaders on cover of Diversity in STEAM Magazine. Click cover to view!

Science Cheerleaders, which also works with Girl Scouts across the country, created a special cheer for Scouts:

Mighty Girl Scouts

We are the Girl Scouts

The mighty mighty Girl Scouts

And we! Love! Science!

Millions of sisters

We’re just like a team

Nothing will stop us

From reaching our dreams!

Goooo science!

To see a video of the cheer, visit youtu.be/sWNbpY-sPOM.

Gimme a D for Diversity!

There’s more fun stuff.

“We organized a massive Cheer for Science at the USA Science & Engineering Festival, where representatives from the U.S. Geological Service were present to take seismic readings during the cheer, while hundreds of classrooms across the country performed the cheer and used sensors to measure seismic activity,” said Cavalier. “While that was designed for fun, all of those classrooms became part of a long-term study with USGS to monitor tremors for years to come.”

Both science and cheerleading are becoming more inclusive and diverse, not only onboarding women but ethnic minorities. But the progress is slow.

Women make up 27 percent of STEAM workers in the country, up from eight percent in 1970, according to the U.S. Census Bureau. Forty-eight percent of workers in the life sciences are women, but only about 15 percent are engineers.

African-Americans comprise nine percent of workers in STEAM; Hispanics are at eight percent, according to the STEM Education Guide.

Said Science Cheerleader McClain: “Diversity has grown leaps and bounds in cheerleading and STEAM. It’s refreshing to see so much representation in these areas. I’m envious of the youth today, as I wish I had that type of exposure when I was growing up.”

Science Cheerleader Rossel concurs. “As an African-American woman, it makes me happy to see that more cheerleading teams are celebrating young Black women’s natural and cultural hairstyles,” she said. “It’s very important for young girls to see diversity and to be able to identify with cheerleaders who have similar hair textures and styles. In terms of diversity in STEAM, some STEAM fields are more diverse than others.”

‘I Knew I Could Do Both!’

So, what’s next for the nonprofit?

“COVID put a pause on all in-person activities, but we look forward to re-activating programs in 2023, including performances at the USA Science and Engineering Festival in Washington, D.C.; performances at Girl Day at University of Texas, Austin; performances and meet-and-greets at the Pop Warner Cheer & Dance National Championships in Florida and at the Super Bowl in Arizona,” said Brown. “In addition, we are in the process of coordinating appearances scheduled to take place at many science festivals across the country. We’ve applied to be part of the Macy’s Thanksgiving Day Parade, which will be such an honor for us.”

For many Science Cheerleaders, the best part of the job is seeing the reaction of young people.

“Surprisingly, girls sometimes react with something akin to, ‘I knew I could do both!’ I absolutely love serving as an example that affirms girls’ interests in science and cheerleading,” Brown said.

Marsillo added, “So many girls give up one passion for the other, and we’re here to show them that they don’t ever have to make that sacrifice.”

For more information about Science Cheerleaders, visit sciencecheerleaders.org.

6 STEM Scholarships You Should Know About
EducationWomen in STEM
LinkedIn
woman scientist looking at test tube

Just about every career in the STEM field requires some form of university-level education. However, this doesn’t mean that you have to spend every penny you own and then some to pursue your dream job.

Whether it’s through federal funding, non-profit organizations or individual donations, there are tons of scholarship and grant opportunities for students wanting to pursue the world of STEM.

Here are just a few of the scholarships that you can apply for:

The Society of Women Engineers Scholarship

Since World War II, the Society of Women Engineers (SWE) has been doing all they can to support the needs of women engineers across the country. One of the ways they do this is through the SWE Scholarship Program, which provides varying fund amounts to those identifying as women and studying in undergraduate or graduate programs in the STEM field. While the specific amount you can receive varies, the program gave away over $1,220,000 in scholarships in 2021 alone. All students, from incoming freshman to graduate students, may apply but freshman must fill out a separate application form.

  • Amount: Varies
  • Number of Scholarships Given: Varies
  • Application Dates: Applications usually often in December for upperclassman and the following March for freshman
  • How to Learn More: swe.org/applications/login.asp

The American Institute of Aeronautics and Astronauts Scholarships

The American Institute of Aeronautics and Astronauts (AAIA) is an organization dedicated to supporting the future generation of people interested in the aerospace field. One of the ways they do this is through their scholarship program, where undergraduates and graduates alike can fill out a single application and be eligible for consideration for up to three scholarships from their program. To apply, you must be at least a sophomore in college and a member of AAIA.

USDA/1890 Scholars Program

The USDA/1890 National Scholars Program is a partnership between USDA and the 1890 historically Black land-grant colleges and universities. The program provides full tuition, employment, employee benefits, fees, books and room and board each year for up to four years for selected students pursuing a bachelor’s degree in agriculture, food science, natural resource science or a related academic discipline at one of 19 designated 1890s land-grant colleges and universities. The scholarship may be renewed each year, contingent upon satisfactory academic performance and normal progress toward the bachelor’s degree. Scholars accepted into the program will be eligible for noncompetitive conversion to a permanent appointment with USDA upon successful completion of their degree requirements by the end of the agreement period.

  • Amount: Full Tuition Coverage
  • Number of Scholarships Given: Varies
  • Application Dates: Varies
  • How to Learn More: gov/youth/scholarships

Science, Mathematics and Research for Transformation (SMART)

In a collaboration with American Society for Engineering Education and the Department of Defense, the Science, Mathematics and Research for Transformation (SMART) program is for students wanting to go into engineering, biosciences, chemical engineering, civil engineering, chemistry and cognitive, neural and behavioral sciences. In addition to full tuition coverage, SMART students will receive health insurance, mentoring, internship opportunities and a guaranteed job offer from the Department of Defense. Applicants must be at least 18 years old, have a minimum of a 3.0 GPA, be available for summer internships and are expected to accept the job position offered to them upon completing their education.

  • Amount: Full Tuition Coverage, plus more
  • Number of Scholarships Given: Varies
  • Application Dates: Varies
  • How to Learn More: org/smart

NOAA Undergraduate Scholarships

NOAA Office of Education’s student scholarship programs provide opportunities for undergraduate students to gain hands-on experience while pursuing research and educational training in NOAA-mission sciences. The Hollings and EPP/MSI Undergraduate Scholarship share a common application and students who are eligible for both programs are encouraged to apply to both. To be eligible, you must be a sophomore at a four-year university program, a junior at a five-year university program or a community college student transferring to a university.

The S-STEM Program

Recognizing that financial aid alone cannot increase retention and graduation in STEM, the National Science Foundation (NSF) founded the S-STEM Program, a fund that provides awards to institutions of higher education (IHEs) to fund scholarships and to adapt, implement and study evidence-based curricular and co-curricular activities that have been shown to be effective in supporting recruitment, retention, transfer (if appropriate), student success, academic/career pathways and graduation in STEM. While most of the students who receive this award are studying an area of the STEM field, proposals can be made for funds to be given to students who meet the same qualifications, but are studying a high-demand industry. The amounts distributed depend on the institution.

Sources: The College Consensus, National Science Foundation, USDA, NOAA, SMART Scholarship, AIAA, Society of Women Engineers

14 of Financial Aid’s Biggest Myths Debunked
Education
LinkedIn
The word fafsa on monitor screen

The U.S. Department of Education’s office of Federal Student Aid provides around $112 billion in federal student aid annually. Yet Student Aid’s FY 2021 Annual Report found that only about 61% of high school students applied for financial aid.

Here are the top 14 myths about student aid, debunked:

Myth 1: The Free Application for Federal Student Aid (FAFSA) form costs money. 

FACT: Nope! The FAFSA form is free. The quickest and best way to fill it out is on fafsa.gov. Don’t complete your FAFSA form on websites that charge fees.

Myth 2: My family’s income is too high for me to qualify for financial aid. 

FACT: That’s one of the most common financial aid myths, but there’s no income cutoff. Most people qualify for some type of financial aid, which range from grants and scholarships to loans and work-study programs. Many factors besides income — such as your family size and your year in school — are considered to create your financial aid package.

When you submit the FAFSA form, you’re also automatically applying for state funds and possibly financial aid from your school, including grants and scholarships. In fact, some schools won’t even consider you for their scholarships (including academic scholarships) until you’ve submitted a FAFSA form. And you can’t know how much financial aid you’ll get until you fill it out.

Myth 3: The FAFSA form is really hard to fill out. 

FACT: Most people can complete their first FAFSA form in less than an hour. If it’s a renewal or you’re an independent student who doesn’t need to provide parents’ information, it can take even less time. Online, you’re asked only the questions relevant to you. And if you’ve filed your taxes, you can transfer your tax return data into your FAFSA form automatically.

Myth 4: I’m not eligible for financial aid because of my ethnicity or age. 

FACT: Absolutely not. While schools have their own eligibility requirements, federal student aid eligibility requirements do not exclude based on ethnicity or age.

Myth 5: The FAFSA form is only for federal student loans. 

FACT: Not at all. In fact, the FAFSA form is one of the most widely used tools to access student aid: one application for multiple types of funding. When you complete the FAFSA form, you’re automatically applying for everything from grants and scholarships to work-study funds and loans from federal, state, and school sources. States and schools can also determine scholarships and grants using your FAFSA information. And the funding can be substantial.

Myth 6: The FAFSA form kicks off on Jan. 1, and you have to submit it by June.  

FACT: Nope! You have more time than you think. The FAFSA form is available on Oct. 1 for the next school year and there are three FAFSA deadlines: federal, state, and school. But the sooner you submit your FAFSA form, the more likely you are to get aid.

Remember, too, that when you submit the FAFSA form, you’re also automatically applying for grants, scholarships and loans from states and schools, which may have earlier deadlines than the federal deadline. If you’re applying to multiple schools, check their deadlines and apply by the earliest one.

Myth 7: I need to file my 2022 taxes before completing the FAFSA form. 

FACT: No, you’ll use your 2021 tax information to apply for student aid for the 2023-24 award year. You do not need to update your FAFSA form after filing your 2022 taxes because only the 2021 information is required. If your financial situation has changed in the last year, you should still complete the FAFSA form with the 2021 information, submit your FAFSA form and contact the financial aid office at the school you plan to attend to discuss how your financial situation has changed.

Myth 8: You have to have good grades to get a financial aid package. 

FACT: Applying for admission into school is different from applying for financial aid. Good grades may help with academic scholarships, but most federal student aid programs don’t consider grades for your first FAFSA form. In subsequent years, you’ll have to meet certain academic standards defined by your school (also known as satisfactory academic progress) to continue receiving financial aid.

Myth 9: Since I’m self-supporting, I don’t have to include my parents on the FAFSA form. 

FACT: Not necessarily. You need to know how the FAFSA form defines a dependent student. The form asks questions to determine your dependency status. You’ll also need to learn who is defined as a parent for FAFSA purposes. Requirements for being considered an independent student go beyond living on your own and supporting yourself.

Myth 10: I should not fill out the FAFSA form until I’m accepted to school. 

FACT: That’s another widespread FAFSA misconception. Do it as soon as possible. To receive your information, the FAFSA form requires you to list at least one school, but you should list any schools you’re thinking about, even if you haven’t applied or been accepted. And don’t worry ― schools can see only their own information; they will not be able to see other schools on your FAFSA form.

Myth 11: I only need to submit the FAFSA form once.  

FACT: You have to fill out the FAFSA form every year you’re in school to stay eligible for federal student aid, but filling out the renewal FAFSA form takes less time.

Myth 12: I should contact the U.S. Department of Education’s office of Federal Student Aid to find out how much financial aid I’m getting and when.

FACT: No, the financial aid office at your school is the source for that information. The U.S. Department of Education’s office does not award or disburse your aid. Remember — each school awards financial aid on its own schedule.

Myth 13: The Expected Family Contribution (EFC) is the amount you have to pay for school. 

FACT: The EFC is not the amount of money your family will have to pay for college, and it is not the amount of federal student aid you will receive. The EFC is a number your school uses to calculate how much financial aid you are eligible to receive. Other factors ― the largest being the cost of your school ― contribute to determining both the amount and type of aid you receive.

Myth 14: I can share my FSA ID with my parent(s).  

FACT: Nope. If you’re a dependent student, you will need your own FSA ID to sign your FAFSA form online, and so will one of your parents. An FSA ID is an account username and password that you use to log in to certain U.S. Department of Education websites. If you share your FSA ID, you’re risking identity theft and your FAFSA form could be delayed.

Source: studentaid.gov

6 STEM Scholarships You Should Know About
EducationWomen in STEM
LinkedIn
Group of international students having fun after studying

Just about every career in the STEM field requires some form of university-level education.

However, this doesn’t mean that you have to spend every penny you own and then some to pursue your dream job.

Whether it’s through federal funding, non-profit organizations or individual donations, there are tons of scholarship and grant opportunities for students wanting to pursue the world of STEM.
 
 
 

Here are just a few of the scholarships that you can apply for:

The Society of Women Engineers Scholarship

Since World War II, the Society of Women Engineers (SWE) has been doing all they can to support the needs of women engineers across the country. One of the ways they do this is through the SWE Scholarship Program, which provides varying fund amounts to those identifying as women and studying in undergraduate or graduate programs in the STEM field. While the specific amount you can receive varies, the program gave away over $1,220,000 in scholarships in 2021 alone. All students, from incoming freshman to graduate students, may apply but freshman must fill out a separate application form.

  • Amount: Varies
  • Number of Scholarships Given: Varies
  • Application Dates: Applications usually often in December for upperclassman and the following March for freshman
  • How to Learn More: swe.org/applications/login.asp

The American Institute of Aeronautics and Astronauts Scholarships

The American Institute of Aeronautics and Astronauts (AAIA) is an organization dedicated to supporting the future generation of people interested in the aerospace field. One of the ways they do this is through their scholarship program, where undergraduates and graduates alike can fill out a single application and be eligible for consideration for up to three scholarships from their program. To apply, you must be at least a sophomore in college and a member of AAIA.

USDA/1890 Scholars Program

The USDA/1890 National Scholars Program is a partnership between USDA and the 1890 historically Black land-grant colleges and universities. The program provides full tuition, employment, employee benefits, fees, books and room and board each year for up to four years for selected students pursuing a bachelor’s degree in agriculture, food science, natural resource science or a related academic discipline at one of 19 designated 1890s land-grant colleges and universities. The scholarship may be renewed each year, contingent upon satisfactory academic performance and normal progress toward the bachelor’s degree. Scholars accepted into the program will be eligible for noncompetitive conversion to a permanent appointment with USDA upon successful completion of their degree requirements by the end of the agreement period.

  • Amount: Full Tuition Coverage
  • Number of Scholarships Given: Varies
  • Application Dates: Varies
  • How to Learn More: gov/youth/scholarships

Science, Mathematics and Research for Transformation (SMART)

In a collaboration with American Society for Engineering Education and the Department of Defense, the Science, Mathematics and Research for Transformation (SMART) program is for students wanting to go into engineering, biosciences, chemical engineering, civil engineering, chemistry and cognitive, neural and behavioral sciences. In addition to full tuition coverage, SMART students will receive health insurance, mentoring, internship opportunities and a guaranteed job offer from the Department of Defense. Applicants must be at least 18 years old, have a minimum of a 3.0 GPA, be available for summer internships and are expected to accept the job position offered to them upon completing their education.

  • Amount: Full Tuition Coverage, plus more
  • Number of Scholarships Given: Varies
  • Application Dates: Varies
  • How to Learn More: org/smart

NOAA Undergraduate Scholarships

NOAA Office of Education’s student scholarship programs provide opportunities for undergraduate students to gain hands-on experience while pursuing research and educational training in NOAA-mission sciences. The Hollings and EPP/MSI Undergraduate Scholarship share a common application and students who are eligible for both programs are encouraged to apply to both. To be eligible, you must be a sophomore at a four-year university program, a junior at a five-year university program or a community college student transferring to a university.

The S-STEM Program

Recognizing that financial aid alone cannot increase retention and graduation in STEM, the National Science Foundation (NSF) founded the S-STEM Program, a fund that provides awards to institutions of higher education (IHEs) to fund scholarships and to adapt, implement and study evidence-based curricular and co-curricular activities that have been shown to be effective in supporting recruitment, retention, transfer (if appropriate), student success, academic/career pathways and graduation in STEM. While most of the students who receive this award are studying an area of the STEM field, proposals can be made for funds to be given to students who meet the same qualifications, but are studying a high-demand industry. The amounts distributed depend on the institution.

Sources: The College Consensus, National Science Foundation, USDA, NOAA, SMART Scholarship, AIAA, Society of Women Engineers

National Scholarship Providers Association Introduces the NSPA Exchange During National Scholarship Month
Education
LinkedIn
graduate students in caps and gowns smiling

National Scholarship Month, sponsored by the National Scholarship Providers Association (NSPA), is a national campaign designed to raise awareness of the vital role scholarships play in reducing student loan debt and expanding access to higher education.

To celebrate, the National Scholarship Providers Association (NSPA) has announced the launch of the NSPA Exchange – the first and only scholarship metric database.

Thanks to a partnership with the Michael & Susan Dell Foundation, the NSPA Exchange was created to serve as a central access point for scholarship provider data. Currently, the database is home to metrics from over 1,300 organizations, allowing members to search details about peer providers by location, compare scholarship award amounts, eligibility criteria, program staff size, and more. All information is kept in a secure, cloud-based, centralized database maintained through a custom administration system.

“Our goal for the NSPA Exchange is to ultimately define best practices and industry standards for scholarship providers.” says Nicolette del Muro, Senior Director, Membership and Strategic Initiatives at NSPA.

“With this database, members now have the data they need to make strategic decisions. For example, of the over 15,000 scholarships in the Exchange database, the average application is open for 90 days. And 75% of these scholarships open in the months of November, December, and January. This offers applicants a relatively short window of time to apply for all scholarships. Insight like this could help a provider determine to open their application outside of the busy season or encourage them to make their scholarship criteria and requirements available online in advance of the application open date.”

“The NSPA Exchange is a great resource for IOScholarships as the information is constantly updated and enables members to review and update their own organization’s scholarship data”, said María Fernanda Trochimezuk, Founder of IOScholarships and Individual Affiliate Member at NSPA. “IOScholarships also uses scholarships from the Exchange in our own Scholarship Search, and we trust these scholarships are safe for students, vetted, and current offerings.

To learn more about this exciting new NSPA initiative click here –  Launching a New Member Service: The NSPA Exchange or visit www.scholarshipproviders.org. For more details on how to sponsor the NSPA Exchange, contact Nicolette del Muro Senior Director, Membership and Strategic Initiatives at ndelmuro@scholarshipproviders.org.

ABOUT THE NATIONAL SCHOLARSHIP PROVIDERS ASSOCIATION (NSPA)

The mission of the National Scholarship Providers Association is to advance the collective impact of scholarship providers and the scholarships they award. Currently serving over 2,000 individuals, they are dedicated to supporting the needs of professionals administering scholarships in colleges and universities, non-profit, foundations and businesses. Membership in the NSPA provides access to networking opportunities, professional development, and scholarship program resources.

ABOUT IOSCHOLARSHIPS

By conducting a free scholarship search at IOScholarships.com, STEM minority and underrepresented students gain access to a database of thousands of STEM scholarships worth over $48 million. We then narrow this vast array of financial aid opportunities down to a manageable list of scholarships for which students actually qualify, based on the information they provide in their IOScholarships.com profile. They can then review their search results, mark their favorites, and sort their list by deadline, dollar amount and other criteria. We also offer a scholarship organizer which is completely free to use, just like our scholarship search. There are scholarships out there for diverse students in STEM. So take advantage of National Scholarship Month and search for available scholarships today!

For more information about IOScholarships visit www.ioscholarships.com

Why Women Are Turning Away From MBAs
Education
LinkedIn
Asian woman standing on stairs wearing a grey suit

Despite the coronavirus pandemic, business school applications are booming. MBA providers have been grappling with record numbers and increasing class sizes to accommodate a rush of executives seeking to improve their management credentials.

However, the gender divide persists. Demand among men for MBA places has been much stronger than among women, raising concerns that years of progress towards greater inclusion in business education is at risk of regressing.

(Image Credit – Financial Times)

The Forté Foundation, which lobbies for gender equality in education, found last year that the proportion of women enrolled in MBAs at their 52 member schools remained unchanged compared with 2019. Although almost half of schools managed to break the 40 per cent barrier in 2020, improvements in female representation across the membership had stalled. Female enrolment in full-time business programmes had been inching up in recent years as admissions teams promoted female alumni, and schools offered scholarships specifically for women and targeted sectors where women hold more of the management roles.

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Female enrolment in full-time business programmes had been inching up in recent years as admissions teams promoted female alumni, and schools offered scholarships specifically for women and targeted sectors where women hold more of the management roles.

When Forté was formed in 2001, it calculated that less than 28 per cent of MBA students in the US were women. A third of full-time MBA students at member schools were women in the autumn of 2013 and that rose to nearly 39 per cent of the group in 2019.

“There is a concern that the progress that has been made will go into reverse,” Elissa Sangster, Forté’s chief executive, says. “Concern has been higher among women about returning to full-time study during a pandemic, given that the jobs market may be far harder after graduation,” she says. The financial risk is often the biggest factor for female MBA applicants, she adds, and suggests the most effective change schools can make is cutting the price tag for those considering a return to formal education.

Read the full article at Financial Times.

How to Apply for Higher Education Careers – Revised Edition
Education
LinkedIn
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“How to Apply for Higher Education Careers – Revised Edition” is a free ebook for anyone interested in getting a job in higher education.

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Getting Girls Into STEM by Improving Education for Everyone
EducationLifestyle
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ByAsia A. Eaton, Psychology Today

Although women make up about half of the U.S. workforce, they have long been underrepresented in many STEM fields (science, technology, engineering, and math).

Given that boys and girls perform similarly in STEM, this means a lot of STEM talent is being left untapped. Until we are successful at including diverse women and girls in STEM, we will be unable to address STEM labor shortages or stay globally competitive in research and development.

Our failure to include all available STEM talent in our workforce is even more dire for women of color. For example, Hispanic women represent 7 percent of the total U.S. workforce, but just 2 percent of STEM workers.

Various efforts have attempted to address these gender gaps in the last few decades, including the creation of STEM toys targeted at girls, large-scale research efforts, government funding, and afterschool programming. Despite this, the gaps haven’t narrowed as quickly as needed. In a 2022 review in the journal Social Issues and Policy Review, Drs. Sophie Kuchynka, Luis Rivera, and I explore (1) why these gaps persist and (2) ways to bridge them in K-12 education through policy and practice.

Why Do Gender Gaps in STEM Persist?
Features of the systems we live in and of our own social and psychological functioning serve to keep gender gaps in STEM alive.

1. Macrosystem influences.

Macrosystems, like our educational, economic, and justice systems, uphold gender stereotypes about the superiority of boys and men in STEM. STEM textbooks, for example, disproportionately portray male role models in STEM, sending the message that STEM is for boys. Further, system-justifying myths perpetuated in the media, such as the protestant work ethic and the myth of meritocracy, lead people to believe that the representation of men vs. women in STEM is just, and a result of differences in interest, aptitude, or hard work.

2. Microsystem influences.

The macrosystems we live in influence the smaller social systems closer to us (microsystems), like our families, schools, and peer groups. They also affect our individual psychology—how we see, interpret, and act on our social worlds.

Being raised in a world where STEM is associated with boys and men may implicitly lead parents to use less scientific language with daughters compared to sons, for example. It can also affect the amount of air time boys vs. girls get to work out their ideas in STEM classrooms. Eventually, these messages can be internalized by girls, negatively affecting their STEM self-image, interest, and participation.

How to Improve STEM Education for Everyone
Based on our review of macrosystem and microsystem factors that sustain gender-STEM inequities, we make several recommendations for K-12 STEM policy and practice to optimize success for all children.

In terms of practice, we recommend:

  • Classrooms be designed to promote relational and collaborative learning. Teachers should emphasize gender-inclusive classroom norms that promote positive working relations between girls and boys.
  • Classes should teach the history of gender inequality and bias so teachers and students can actively work to create equitable and inclusive STEM environments.
  • Teachers should encourage cooperation between children, and vary the roles students are assigned so they do not automatically adopt traditional gender roles in the classroom.
  • Teachers should promote active learning and growth mindset strategies. Cross-discipline evidence indicates that active learning, rooted in constructivist theories, is more beneficial in STEM education.
  • STEM should be reframed as helping students achieve communal goals through scientific collaboration. Emphasizing socially-meaningful aspects of STEM can help stimulate STEM interest in girls, because they tend to place more value on communal than dominance goals.
  • Classes can utilize near-peer mentorship programs, which pair students with similar mentors slightly more advanced than them. These near-peer mentors can be especially important for marginalized students who often feel isolated or excluded in STEM.
  • Schools should expand STEM evaluation metrics beyond traditional and standardized tests to include the assessment of skills like motivation, empathy, problem-solving, and adaptability, which are closely tied to positive educational outcomes.

Click here to read the full article on Psychology Today.

Scholarship Connoisseur Encourages Students to Apply for STEM Scholarships and Internship Opportunities Now
EducationTechnology
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IOScholarships is the first of its kind scholarship and financial education platform for minority and underrepresented STEM students. The technology has been designed with a streamlined user-friendly interface that offers great functionality to help high school, undergraduate and graduate students find scholarships and internship opportunities. IOScholarships proprietary matching algorithm can match students with life-changing scholarships where their diverse background is valued.

“Now is the time for students to apply for college scholarships,” said María Fernanda Trochimezuk, Founder of IOScholarships. “While there are many scholarships that have qualifications like a minimum 3.5 GPA, there are just as many that have lower GPA requirements or don’t even take GPA into consideration at all.”

GPA is an important factor for getting scholarships but is not the only thing that’s important. Schools are looking for dedicated students, who contribute to their community or are involved in STEM organizations or activities. They want to see leadership and perseverance, and while these can sort of be reflected in a GPA, they mostly shine through in extracurriculars.

The majority of the scholarships featured on IOScholarships come directly from corporations and organizations, rather than solely from competitive university pools – thereby maximizing the number of opportunities students have to earn funding for their education. There’s plenty of money that goes unused every year, students just have to search for it.

Each month IO Scholarships adds hundreds of new curated scholarships to its database and posts “The Scholarship of the Week” on its Instagram social media accounts(@IOScholarships), making it easy to find new scholarship opportunities.

In addition to providing scholarships, the IOScholarships platform features a scholarship organizer, news articles designed to provide guidance on how to apply for scholarships, and money saving tips. The platform also offers a Career Aptitude Quiz designed to help students identify the degrees and professions that best fit their skills.

For more information about IOScholarships visit www.ioscholarships.com or for weekly STEM scholarships email maria.fernanda@ioscholarships.com.

10 Ways to Tell if Online Education is Right For You
Education
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Online education has become a popular topic of conversation across the country. Even before the global pandemic, nearly 1 in 5 college students reported that they had taken at least one course online.

The massive adoption of online education during 2020 has only accelerated these trends and has inspired many students to ask if online education might be right for them, even as more traditional learning forms begin to return.

Online education opens many doors for students, empowering them to complete their studies on a more flexible schedule that is often friendlier towards other obligations, such as existing jobs or childcare. “Should I go to college online?” is a question many students are asking themselves. It helps to review important criteria that provide a good indication that a particular student is ready to become an online student.

What is Online School Like?

Online college will have many similarities with more traditional learning environments. Instructors will create content-rich courses that students can engage with and examine the material presented to prepare them for their degrees. Students have tests and papers to determine their understanding of the material along with opportunities to work on group projects with other students and create networks of peers through their school.

However, since online school can often be completed on an independent schedule, many students find that they need greater amounts of discipline to ensure they stay on top of course material. Without the physical act of having to attend classes and engage with the professor and fellow students in real life, it can be easy to get more distracted during class time or fall behind on the course material.

Online education offers some tremendous opportunities for students who want to earn degrees with greater flexibility and with the ability to read and study at home or another location of choice. This requires some unique characteristics and preparation steps.

Signs you are ready to become an online student

Are you ready to become an online student? Maybe, especially if …

You have the organizational skills needed to excel

To excel in an online learning environment, you will need to have quality organizational skills. Not only do you need to keep track of the dates and times of lectures, projects, exams, and papers without the visual triggers and personal reminders you would get in an in-person environment, but you also need to make sure that you have the space needed to study and keep track of all your books and materials. Students studying in person might find themselves walking over to their library when needed, attending lectures in a focused hall or classroom, and meeting up with fellow students for meals. This does not happen online, so you need to be organized to create a study space and schedule that benefits you.

You are self-disciplined in your studies

Without the external forces that drive your studies found in-person, you need to make sure that you have the self-discipline to keep yourself on track. Regularly logging into your classroom and any discussion forums offered for the section can make it easier to track important dates and keep you on top of the material. Before you make the commitment to online learning, make sure you have the self-discipline to will drive you to succeed.

You can remain focused in classes and on your studies

When you attend a class from the comfort of your couch, potential distractions abound. With your email open alongside the lecture and the fridge right in the other room, it becomes easy to find reasons and excuses to step away from the class for just a moment and lose track of what is going on. When you log in to attend classes, you need to make sure you will have the discipline to remain focused on the material in front of you throughout the presentation.

You are willing to ask for help

With a digital class, there are no options to hang back after class to speak to a professor privately about a question regarding the material. Instead, you need to make more of an effort, connecting with the instructor through emails or their other preferred means of communication. If you want to thrive in a digital learning environment, make sure you feel comfortable asking questions if they should arise, reassuring yourself that you will not allow misunderstandings to fester.

You are self-motivated

There are two main types of motivation—internal and external. External motivation helps to entice people towards specific desired behavior through outside rewards or punishments. Internal motivation, however, comes from the person’s individual goals and dreams that help to drive them to complete the task at hand.

Online learners will perform best if they carry a high degree of self-motivation. Since they will have to work particularly hard at remaining on task and keeping up with the schedule of classes and assignments, those who do not have self-motivation to finish the degree or program will begin to struggle with completing their goals.

You know that flexibility and freedom will benefit you

For many prospective students, the freedom and flexibility offered by virtual learning sound particularly enticing. Going to college online allows them to take classes when their schedules allow and study on their own time. For some students, however, this level of freedom and flexibility can be detrimental to their studies, resulting in students who end up procrastinating. Before becoming an online student, you should carefully consider whether this level of freedom and flexibility is for you. Will it benefit you and your learning style? Or will make it harder for you to reach your goals?

You enjoy virtual interaction

To succeed in an online learning environment, you also need to make sure that you actually enjoy virtual interaction. Classrooms and interacting with other students offer many benefits for students, including the ability to form study groups, network, and work together on group projects. If your classroom is digital, chances are that many of these interactions will be online, as well.

A successful online student, therefore, will not mind needing to meet and coordinate with professors and fellow students via a computer. They feel comfortable scheduling mutually agreeable times to connect through one of the different video conferencing platforms.

You feel confident and comfortable with technology

As a student, you also want to make sure that you feel comfortable with the technology itself. Many digital classrooms need a few different components, and teachers may use a multi-featured platform or a few different platforms to answer these needs. For example, professors and students will need to be able to:

  • Post and view lectures
  • Manage and submit assignments
  • Collaborate with fellow students
  • Connect with the professor virtually

Even if you have not used a particular type of technology before, the mark of a good online student will be a willingness to experiment with it, try it out, and learn how it works. If you feel unsure navigating technological inventions and trying out new platforms, you may find it a challenge to successfully engage with online learning easily and take advantage of all that the course has to offer.

You enjoy the opportunity to learn independently

Many students find that they enjoy learning independently. From the time they were children, they enjoyed investigating, in their backyard or in books, the questions that sparked their interest. These types of students enjoy diving into new material, digesting it a bit, turning it over in their minds, and then learning how to make it their own.

Although online learning contains many of the same components as traditional learning, including access to an expert in the field and a classroom of other excited and interested students, much of online learning does consist of a self-learning environment. Conversations with professors and students generally need to be more planned and less spontaneous. If the classes themselves are recorded, instead of live, there also may not be opportunities to ask questions during the lecture itself—often these students submit questions to the professor after they watched their video.

Since students in this position do not gain the same opportunities to learn in this more group-style environment, they will engage with the material more independently.

They might watch and rewatch a lecture and pair it with readings from their books, followed by submitting questions to their professors based on the material that they struggled with. To succeed, students need to adapt to a more independent style of learning, taking ownership of the classes and the material and ensuring that they understand what they need to know.

Read the complete article posted on Post University.

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Robert Half