SESSION 2

kids walk in the door I immediately believe they will get this content.”

Stanford University professor and researcher Jo Boaler recommends that female teachers avoid phrases that imply their discomfort or dislike of math—like “I’m bad at math” or “This is hard”—and get creative with assignments that show they are truly interested in the topic. They may also want to grade papers anonymously, where possible.

BARRIER 2: THE QUESTION OF RACE AND CLASS

The problem: Our assumptions about who does math well—and the academic and financial support that follows— may, in fact, impact performance more than raw aptitude. This has particularly profound implications for low-income students and black and Latino females, who are significantly less likely to take advanced STEM courses and pursue STEM professions later in life.

A recent study by Sean Reardon at Stanford University revealed that girls often do better than boys on math in racially diverse districts, while boys perform better in affluent white districts. He theorized that in higher-income communities, parents are more able and more likely to invest in enrichment for their children—like robotics camps or theater classes —that adhere to stereotypes. Children in these communities may also be more likely to see men in positions like doctors or engineers that reinforce the narrative about who pursues STEM careers.

Additionally, research “has clearly [indicated] that black girls view themselves as outsiders in mathematics and teachers view them as outsiders,” says Nicole Joseph, assistant professor of mathematics and science education at Vanderbilt University. Joseph points to tracking in math, more common in middle and high school than in the humanities, as a key structure infused with bias that restricts access to rigorous math education for black students.

Solutions: In a review of 62 studies on the perseverance of black women and girls in math, Joseph and her coauthors found that several measures can help build math identity and interest among black girls. For starters, schools can consider “structural disruptions” to how math instruction usually happens. San Francisco Unified School District, for example, recently eliminated accelerated math in middle school and allowed all

students to take Algebra I in ninth grade—effectively ending tracking—which led to a rise in algebra test scores and a decrease in repeat rates for all students, including black and Latino students.

Joseph also suggests that “community influences and resilience strategies” from extra- or co-curricular programs, single-sex programs, teacher training in culturally responsive teaching strategies, and black and female role models in STEM can help.

Educators like Norman Alston, a Seattle-based educator, and Patricia Brown, a technology integration specialist in Ladue, Missouri, are fostering mathematical interest in girls through after-school STEM programs. Alston requires middle school graduates of his program to teach younger students, and every speaker or expert Brown brings to talk to her female students is a woman of color, so students can see powerful, successful female mathematicians and scientists who look like them.

BARRIER 3: IT’S NOT JUST CONTENT—IT’S CONTEXT, TOO

The problem: When it comes to teaching and learning STEM, research shows that the format matters.

A recent analysis of the admission tests to elite New York City high schools found that at Stuyvesant High School (considered the most rigorous in the city) girls had better grades in higher-level math, but overall had scored slightly lower on the admissions test, leading to lower admission rates. This is not because girls are worse at math, but may be because they guess less—a disadvantage on a multiple-choice test—and perform better with open-ended answers, according to the study.

Stanford’s Reardon and his colleagues drew similar conclusions after analyzing 8 million fourth- and eighth-grade national standardized test scores and finding that gender gaps correlated with multiple choice questions—as opposed to open-ended ones—and attributed to 25 percent of the difference in scores between males and females.

Solutions: Teachers may want to move away from multiple-choice tests—often a staple in math and science—and place more emphasis on open-ended assessments that allow students, especially girls, to demonstrate their proficiency through word problems or writing, where they feel more confident.

Other STEM educators are going beyond traditional STEM instruction in their classrooms to ensure that every child has a fair chance to learn math.

As part of a pilot project at Georgia Tech to bring AP Computer Science to Atlanta students, teacher Shana White makes sure to use hands-on activities and real-world examples to supplement the online coursework and provide context and purpose for assignments. “I hate when people say kids need grit—they have resilience, but need understanding of how to frame it in the content of the course,” says White, whose students are all African American, half of them girls.

Focusing on the interdisciplinary and problem-focused nature of STEM is key, recommends Dr. Jill Marshall, associate co-director of UTeach at the University of Texas at Austin, a program trying to confront the pipeline problem of STEM teachers from diverse backgrounds.

“Project-based instruction just generally draws in more people because it addresses problems that people see as relevant,” said Marshall. She cites a 2008 study from the National Academy of Engineering that asked people if they wanted to be engineers: Girls were twice as likely as boys to say no. But when asked if they would like to design a safe water system, save the rainforest, or use DNA to solve crimes, the girls answered yes.

CLASSROOM MANAGEMENT

We understand that it can be intimidating or nerve-wracking to lead a classroom of high school students. The good news is our students have signed up for our program so they want to be there! However, they are still high school students. Below, we have provided classroom management tips to be able to handle disruptive classroom behavior like a pro.

In volunteering with RTSWS, if you experience any classroom management issues, please reach out to your RTSWS Program Coordinator. We are happy to help provide additional classroom management support.

CLASSROOM MANAGEMENT

Set Classroom Norms and Be the Leader

At the beginning of each RTSWS session, students and volunteers will review and discuss the RTSWS cohort norms. Norms are the behavioral expectations or rules of the class. Classroom norms inform us how we are expected to behave towards each other and towards the materials we use. They’re generally positive, inclusive and productive. Here are some classroom norms you can share with students:

• Come prepared to be a part of RTSWS with your handbook, a writing utensil and a positive attitude. • Set Classroom Norms

• Be the Leader • Be Authentic • Share Your Story • Show You Care • Build Relationships • Have Fun!

• Be kind and encourage one another - we are all in this together!

• Ask questions, share your opinions and let the volunteers know when you do not understand something.

During session #1, students and volunteers will come up with the final two norms together. We want you and the students to establish the tone for the fall sessions and allow the students to take ownership of their RTSWS cohort.

Ensure the RTSWS cohort knows the significance of what you are asking them to do. They are helping to establish the tone for how RTSWS will run for the fall sessions! You care about them. You want their ideas. Their voices matter. Including them in the creation process means they will remember these norms and act upon them more regularly.

Asking students to help define the learning environment in a way that supports their own self-advocacy skills is powerful.

Be Authentic

• Be yourself! High school students can smell someone being inauthentic from miles away.

• Be honest! If you are nervous, let them know you are nervous or if you make a mistake, own up to it.

• Tell them stories about the things happening in your life (as appropriate, of course) and make connections between your own experiences and what we are learning about in RTSWS.

• Incorporate some comedy! Studies show that students who are having fun learn more effectively.

What do you call a liability without any friends? A loan

Share Your Story

• The more you share your story, the more students will feel comfortable opening up about themselves and really engaging.

• Telling your story allows students to connect with you over related experiences and to learn from you in the areas that they differ.

• Often the feedback we get from students is that they love to hear how our volunteers started their careers, what they love about their jobs, what challenges they’ve faced and where they’ve traveled to for work (or pleasure!)

Show You Care & Build Relationships

• Nothing is more valuable for effective classroom management than building genuine relationships with students.

• While you are there to teach the session, being in high school can be challenging and students’ personal lives can sometimes creep into the classroom. If you see a student who is upset or seems to be dealing with something (if you are comfortable and able to) ask her if she is okay and if she wants to go talk just outside the classroom. If the student is facing something serious please let the RTSWS School Champion or your RTSWS Program Coordinator know and we will take it from there.

• Pro tip: If a student is talking about a big test they are studying for or a sports game they are looking forward to, remembering this and asking her how it went in the next session always scores major points!

• Be a good listener. Listening to their stories and learning more about who they are shows them that you care and develops a relationship.

Just because they may look uninterested, bored or not listening doesn’t mean that’s the case

• High school students are social creatures so it’s hard for them to resist the urge to talk to their friends or to remember not to have their phones out unless needed for an activity. Please see the next page for some tips on how to deal with these!

• Students have a range of personalities. Sometimes students are shy and may take a couple of sessions to open up. Somtimes, they may just be tired! If they are showing up they want to be there.

• The more you are enjoying yourself, the more they will. Our lessons are guidelines so feel free to add your own spin on something or some personal flare.

• It is important to remember that high school students are going through some tough, real-world issues outside of the classroom. Sometimes a reaction they have in the classroom may stem from stress or a situation going on outside of school. Show them

grace and presume positive intent.

Notes:

Why did the tightrope walker go to the bank? To check his balance.

TEACHING TIPS

If students are talking while you are talking or looking at their phone, you can...

• Just wait! If a student or students are talking while you are, wait them out. Stopping mid-sentence and waiting for students to stop talking will let them know you are waiting on them.

• Walk closer to them. Proximity will often bring attention to this so they will stop.

• Quietly remind them of the expectations. Try to say it so only they can hear as to not embarrass them.

• Try not to call students out publicly. Often, students find this embarrassing and do not react well to this.

If students are talking at the beginning of the session, to quiet them you can…

• Come to the front and begin your greeting. Make sure to wait until everyone is listening. If you keep talking while they are talking then they will think this is okay.

• Ask a question out loud “Who here currently has a job? Raise your hand.” “Who went to the movies this weekend?” Now that you have their attention you can begin.

• You can set up a call and response with them. Having them offer suggestions makes it more likely they will do it. “When I say fierce you say females” - “Fierce” - “Females”

• Flicker the lights.

• Countdown 5-4-3-2-1 or 3-2-1.

ADDITONAL TIPS

• Turn a blind eye occasionally. High school students sometimes act out for attention or to test you. Try not to be phased by things they are doing just to get a reaction. Ignore what you can and reward the positive.

• If a student looks tired or puts their head down on their desk, ask them if they would like to go get a drink of water. It gets them out of their seat, wakes them back up and shows them you care.

• Avoid loading time. If there are links you know you want to pull up during the session, have them ready to go before the session starts. Down time will lead to distractions and get students off task.

HELPFUL TIPS TO KEEP IN MIND

• When you are explaining something new, especially a challenging topic, make sure to go slow, repeat yourself and consistently ask if anyone has questions. There are no dumb questions!

• Often, you can plan the perfect lesson and it either doesn’t go as expected or the timing is off. We try to make sure there are enough activities, but don’t feel pressure if you don’t get through everything. If you need to have students complete something on their own time or you need to push something to the next session, you can definitely do that.

• It’s important to be at the session 5 minutes early. This allows you to be able to get any last thoughts together before the lesson and do any prep work (writing something on the board, passing out name tags, pulling up Yahoo! Finance on the projector). This also helps with management and keeping students orderly.

• Greet students at the door so they feel welcome and know that you are excited to be there! It sets a positive tone for the session.

• Write the agenda on the board if possible. Students like to know what’s going on.

• Try to get them involved in the lesson as much as possible. Whether this is by asking questions, having students explain the key term in their own words or sharing their initial thoughts on a topic. No one likes to be talked to for an hour straight so try to involve their voices as much as possible.

• Students like to be positively reinforced so if they are doing something great or had a really thoughtful answer, let them know! The more specific you are, the better so they know exactly what they did well and can do it again.

• If a student is being disrespectful or making you uncomfortable, have one of the volunteers reach out to or find the School Champion or reach out to your RTSWS Program Coordinator.

Silver Curriculum Workshop Sessions

Silver Curriculum Learning Outcomes:

• To play the role of a financial advisor for Janella Sims, a 17-year-old college-bound female. Student teams analyze her college costs and her short-term and long-term financial goals.

• To define basic investment terms.

• To follow the price movements of Apple (AAPL) and the SPDR S&P 500 ETF Trust (SPY).

• To understand credit and be able to explain its role and relationship to their personal financial life.

• To understand interest (simple and compound) and its benefits and how it can be detrimental.

• To analyze the costs of college and types of financial aid available.

• To recognize the gender gaps in wages, college debt, home ownership and retirement savings.

• To become familiar with the various types of careers in finance.

Session Topics and Key Terms:

Please write in the day, time and location of each session.

Be sure to add these dates to your phone calendar as well to set reminders. The session dates and times are also available in your RTSWS app.