NSF grants aim to boost STEM education equity in Houston

Two new grants from the National Science Foundation have been awarded to the Cullen College of Engineering. These grants aim to dismantle barriers that hinder low-income and underrepresented students from engaging in STEM education, contributing to a more inclusive learning environment. The projects focus on supporting postdoctoral researchers aiming for careers in engineering/STEM education and providing opportunities for young students. They will build on the partnership between the University of Houston (UH) and Houston’s Third Ward neighborhood.

Jerrod A. Henderson, assistant professor in the William A. Brookshire Department of Chemical and Biomolecular Engineering, is leading both initiatives. He highlighted that "literature has shown that postdocs have experienced discrimination, harassment, job insecurity," indicating a need for better support structures, especially for those underrepresented in STEM fields.

A $1.2 million grant will fund an evidence-based training program for three STEM education postdoctoral fellows at UH. This program will utilize existing collaborations with partners in Houston’s underserved communities, particularly within the Historic Third Ward. "The PI team and community partners will mentor postdocs and co-create knowledge through collaborative inquiry," Henderson stated.

The project aims to foster a strong STEM education research community, increase participation, and build supportive networks. Co-investigators include April Peters-Hawkins from the UH College of Education, Mariam Manuel from teachHouston, and David Horton Jr., a research assistant professor of Chemical Engineering.

Additionally, a $1.9 million grant will support a new research focus at the St. Elmo Brady STEM Academy, founded by Henderson and Rick Greer from the Cullen College of Engineering. This academy brings together underrepresented youth to inspire them as future scientists, engineers, and mathematicians.

Henderson explained that "the intervention seeks to help re-envision how engineering looks," while also exploring how informal engineering environments can bolster participants' identities as engineers.

Greer emphasized their commitment: "Our team at the St. Elmo Brady STEM Academy is dedicated to bridging the gap for those who are often marginalized."

The academy encourages informal STEM learning by fostering an engineering literate society aware of engineering's societal impact.

Researchers note that informal programs effectively complement formal education by offering flexible instruction and smaller group sizes. Such environments allow students more freedom to explore questions they find interesting in less pressured settings than traditional classrooms provide.

Attention will be focused on 4th and 5th-grade students in Houston’s Second and Third Ward neighborhoods—areas historically underserved in engineering education—to broaden participation.

"The project stands to impact over 200 students," said Greer regarding their annual community engineering fair aimed at engaging families and community members.