Empowering educators to support girls in STEM.

Nowhere is the need for high-skilled, tech-proficient workers more urgently felt than in Silicon Valley, a global leader in high-tech innovation across industry sectors. However, many of the region’s students—especially female students—face systemic barriers to high-quality STEM education. According to a report by the Kapor Center and Computer Science for California (CSforCA), 61% of high schools statewide do not offer CS courses. Even in schools with CS courses,  gender-based disparities persist. Female students make up half of California’s high school population, yet only 26% of the STEM roles are filled by women on average in the heart of Silicon Valley.

Multiple studies have shown that it is not lack of ability that accounts for these disparities, but rather stereotype threats, implicit bias, and a lack of early interventions and educational support. These disparities pose significant obstacles to students’ ability to succeed in college, secure high-paying jobs in their own region, and achieve economic stability. Additionally, there are indicators that  show early exposure  to STEM for girls in elementary school is key. In research at the University of Missouri “it was found that assessments of young women’s aptitudes show they can succeed in STEM but self select because of implicit cultural bias.”

Silicon Valley Education Foundation has been delivering high quality, research validated STEM resources for students furthest from access for over 25 years. At the core of this programming is Elevate Math , SVEF’s proven 19-24 day Math Acceleration program and more recently CS Innovate which introduces students to the foundations of computer science.  Both programs utilize design thinking, collaboration, and student centered approach to foster a sense of belonging for students who are most often left out of STEM careers and classrooms. Currently, 50% of students served through this programming identify as young girls of color ages 11-18.  To date, SVEF has served over 55,000 students with this programming. 

Teacher Professional Learning (TPL) is a cornerstone of SVEF’s Elevate Math and CSI. SVEF provides opportunities for educators recruited by our partner school districts to be comfortable with curricular materials, content, and culturally responsive pedagogy. Training is provided prior to program implementation, with opportunities for coaching and ongoing TPL throughout the program for a minimum of 30 hours. Through PL, teachers are equipped with the confidence and skills to teach introductory courses, expand education, and increase their competencies. By enhancing teacher capacity, incorporating culturally responsive pedagogy, and delivering education in low-income school districts, TPL builds a STEM teacher pipeline and creates an integrated system to promote and sustain STEM education. SVEF measures TPL’s success by the percentage of teachers who apply the pedagogic methods they learned during the regular school year, and the percentage of teachers who feel fully equipped to teach introductory courses. We use teachers’ daily implementation logs, post-program surveys, and virtual focus groups to measure this metric.We developed the survey from existing instruments, such as the National Survey of Science and Mathematics Education’s (NSSME) High School Computer Science Teacher Questionnaire and the Culturally Responsive-Sustaining STEAM Curriculum Scorecard, to measure overall engagement.

To augment these two proven STEM programs (Elevate Math & CS Innovate) to more directly serve the unique needs of female STEM students ,SVEF will work with its curriculum design team to add training and tools for educators to author a sense of belonging within their STEM classroom. We know these tools are essential because, “If STEM advocates and educators can craft environments that center belonging — the changes can set Black and brown girls up for success and break the cycles of poverty that have a grip on too many of our girls’ communities, (Collins-Puri).”

In addition to adding support through Teacher Professional Learning, SVEF will work with local DEI experts from current partner organizations including Cisco, Intel, and likeminded organizations ie Latina’s in Tech to create a 1:1 mentorship program for students to engage with female STEM leaders in the field. This approach will  allow students to hear the experiences of their more senior counterparts. SVEF will also seek partnership of likeminded organizations holding space for creating systems of belonging including The Othering and Belonging Institute led by UC Berkeley professor John Powell. 

SVEF’s programs Elevate Math and CSI take a holistic approach that empowers students that are underrepresented to solve problems, build tech skills, and gain math proficiency. The programs target students who live within or near the Silicon Valley region, yet whose lack of access to high-quality programs that support their chances of securing high-paying tech jobs in their own community. They instead face limited job options, continuing the cycle of poverty. Approximately 56% of students come from underserved populations, and 31% are English Language Learners. Most will be the first in their family to attend college. At least 50% of students identify as female.

Students participating in the program are impacted in many ways including:  increase in STEM subject proficiency, improvement of academic motivation, increased aspirations for higher education, and overall better prepared for 21st-century careers. Wealso leverage our partnerships to ensure all program participants have internet access and devices to attend classes at home, and work closely with families to ensure wrap-around support.

To ensure we evolve with the needs of the students, the SVEF team continuously seeks feedback from students, school staff, families, and other partners, which informs our program development to better meet their needs.

For this  solution,  in addition to our traditional targets we will  support educators in  creating a sense of belonging and a high level STEM proficiency among young girls of color;  enabling  SVEF to more holistically support the female STEM students of today, to become the female STEM leaders of tomorrow.

SVEF serves students in California, particularly those living in Santa Clara and San Mateo Counties. We leverage partnerships with school districts, tech industry giants, business, and nonprofit leaders, local government (including the Santa Clara County Office of Education), and other community stakeholders to increase educational access and opportunity. Our work aims to address evolving educational challenges through: 1) direct program service to students, teachers, and administrators; 2) facilitation of the Eastside Alliance, a K-16 collective impact network consisting of East Side Union High School District and its seven feeder schools; and 3) high-level education advocacy and leadership.

We use culturally responsive pedagogy to ensure there are adequate and appropriate supports responding to the unique needs of our diverse learners. Our teacher PD curriculum includes training to better understand English Language Learners and practice culturally responsive teaching strategies. These are designed to improve student success and foster a growth mindset that helps them remain motivated and unleash their full potential.

This pedagogy is taught through the SVEF Teacher Professional Learning Pathway that prepares credentialed teachers for STEM classroom instruction. The Cultural Responsiveness focuses on: 1.Encouraging Educators to consider barriers to learning and teaching. 2. How STEM can  be taught dynamically 3. How rich cultural and ethnic diversity can be harnessed for powerful STEM experiences. 4. What are social issues facing students? 5. How students can be included as active collaborators. This culturally responsive approach is adaptive and also utilizes industry experts to speak with teachers during their TPL training, giving them the ability to ask questions firsthand. Past industry experts have included: Dr. Yolanda Parker; Dr.Lou E. Matthews; Dr. Shelly M. Jones.

SVEF’s senior leadership team represents 40% African American, 20% Latinx, and 40% white. Our CEO is the first woman to lead SVEF and is also the first in her family to graduate from college. SVEF staff is multilingual (including Spanish, Vietnamese, Filipino, and English), making them best positioned to engage with our students as voices of influence and create a comprehensive system of support to help them succeed. Jahsve Worthy our Senior Director of Programs identifies as Latin X and is a former elementary school principal and educator. Jahsve has a deep understanding of the education system and the unique needs of the student population we’re serving. As a former STEM student herself, she often reflects on how sense of belonging is essential to the success of our student population.

Currently SVEF serves a total of 5217 students (this number is only for the summer).

SVEF has been working in the arena of advocating and delivering STEM resources to underserved communities in Silicon Valley for over 25 years. While this work has supported many young minds in expanding their STEM journey, the time is now to look deeper into the practices of how SVEF delivers STEM education and PL to support future female STEM leaders. While recruitment has been intentional, reflected in the 50% rate of young girls enrolled in SVEF’s core programs, there is still much more work to be done to ensure these young minds are able to continue if they wish, and ultimately feel a sense of belonging. 

The Gender Equity in STEM Challenge grant would allow SVEF access and visibility to tackle this solution with crucial support to survey what’s already out there, develop additional necessary partnerships, and get support on how to effectively approach existing school partners with this girl centered approach. 

If the solution is selected, beyond the first cohort of educators and students impacted SVEF would have the ability to make a ripple effect within SIlicon Valley where the organization is based - contributing significantly to breaking down systems of gender bias seen in STEM education and STEM careers. SVEF has considerable experience authoring STEM solutions and is the perfect player to put this solution into action.

Erika Evearitt is the Chief Development Officer at Silicon Valley Education Foundation. She has over 10 years of non-profit experience and is a proven entrepreneur.  Previous to working at  SVEF, she served as the Development Director for the West Region at Network for Teaching Entrepreneurship (NFTE), where she worked to maximize board potential. Prior to her work at NFTE, Erika served as the Development and Communications Director at the Ecology Center located in Berkeley, CA where she led fundraising and communications across a diversity of program areas including; the California Alliance of Farmers' Market, Youth Environmental Academy, and various initiatives that led to the passage of the Single Use Disposable Foodware & Litter Reduction Ordinance and resulting reusable cup program implementation- the first of it's design in the nation.  Prior to working in these complex development roles Erika led fundraising at Bay Area based dance companies that serve dancers from underrepresented communities including AXIS Dance Company and Alonzo King LINES Ballet where she worked to build diverse fundraising portfolios to support the artistic process. 

Erika received a Master’s of Arts Degree from New York University with focus on non-profit admin/business where she graduated cum laude.  She also holds a Bachelor’s of Dance Arts and Bachelor’s of Sports Management and Communication from the University of Michigan, Ann Arbor. Erika is an Advisory Board member at the USF Gellert Family Business Center. 

While there are many organizations attempting to tackle this challenge, there are few that have a research validated approach to serve students. Nor do they have the proven track record of SVEF.  This solution would allow SVEF to create a solution that not only supports students in finding a sense of belonging but can also accelerate their understanding of math and CS. This pairing of strong pedagogy and support is what is needed to propel young girls towards a sense of confidence and curiosity in their STEM journey. It will provide a solution for how you can support educators and girls in STEM in a truly holistic way. 

With the support of this funding SVEF can also share best practices and methods collaboratively and through future teacher professional learnings.

SVEF will aim to accomplish the following during the first year of the challenge:

1. Creation and Implementation of a curriculum module for educators participating in SVEF’s STEM professional learning for CSI and Elevate Math that will support a sense of belonging and sensitivity toward the unique needs of female STEM students of color.

2. Equip 300 educators during teacher PL for CSI and Elevate Math with the belonging module.  

3. Develop and establish deep partnerships with community and corporate partners invested in solving this challenge as well, ie Latina’s in Tech, Cisco, and Intel.

4. Create a student mentorship model to further support confidence building among young female students of color. 

5. Deliver STEM programs Elevate Math and CSI to over 3,000 female students of color. 

Over five years SVEF will aim to scale this approach to serve additional students, educators, and form more impact partnerships. 

SVEF has a dedicated strategic impact team to evaluate our continued progress in serving our students and educators. To evaluate program impact the Strategic Impact Team defines it in terms of four categories: demographics of students served, attendance, impact on knowledge and skills, and impact on attitudes and teaching practices. 

SVEF evaluates programs using pre- and post-learning assessments, attitudinal surveys, enrollment/attendance data, and student/family feedback. SVEF tracks student progress (pre and post) using research-validated measures of knowledge and skills; positive attitudes towards STEM; and interest in STEM  opportunities. In particular, constructs measured in the CS student survey include belongingness and encouragement.

Furthermore, program staff and teachers gather data through observations, informal surveys, and feedback opportunities with students and families.

SV[e]F's Teacher Professional Learning (TPL) provides a comprehensive suite of support designed to enhance educators' practices, attitudes and competencies in order to increase teacher efficacy and amplify students' college and career success.  

Teacher outcomes include the use of differentiated instructional practices, increasing teacher self-efficacy and continued reinvestment in their professional learning towards the goal of long-term commitments to the profession (e.g., tenure), belongingness in the teaching community, leadership and advocacy for STEM higher-education and career pursuits.

Student short-term outcomes include increase in student participation (attendance), growth mindset, and 21st century skills like collaboration and communication, which will lead to increases in academic achievement and preparation for college and careers.

Full-time:   30

Part-time:    2 

Since 2008 - 15 years

SVEF is intentional in building a workforce that is representative of the culturally diverse students we serve. This is reflective in our non-discrimination policy as we provide equal employment opportunities to all employees and applicants without regard to unlawful considerations of race, religion, color, national origin, sex, sexual orientation, gender identity, age, disability, marital status, or any other classification protected by applicable local, state, and federal laws. This policy applies to all aspects of employment, including but not limited to hiring, job assignment, compensation, promotion, benefits, training, discipline, and termination. Reasonable accommodation is available for qualified individuals with disabilities, upon request. SVEF expects all employees to support our equal employment opportunity and non-discrimination policy, and to take all steps necessary to maintain a workplace free from unlawful discrimination and harassment. This policy of non-discrimination also applies to the population of students whom we serve: We will not exclude from our programs any students on the basis of the above categories.

SVEF’s senior leadership team represents 40% African American, 20% Latinx, and 40% white. Our CEO is the first woman to lead SVEF and is also the first in her family to graduate from college. SVEF staff is multilingual (including Spanish, Vietnamese, Filipino, and English), making them best positioned to engage with our students as voices of influence and create a comprehensive system of support to help them succeed.

SVEF also conducts monthly all-staff meetings to build and strengthen inclusion throughout the workplace. We often take this opportunity to engage in exercises or discussions that include topics of diversity, equity, and inclusion (DEI). The entire organization annually affirms our social contract that describes how each employee wants to be treated as well as how we treat others. To foster meaningful discussions within the team and strengthen our understanding of equity, SVEF conducts a weekly book club for staff on DEI publications.

As a service based non-profit SVEF works with school districts to directly impact the students served. As part of this robust and proven partnership school districts pay approximately a third of the costs to support educators and students enrolled in our programs. The rest of the funding is secured through donor contributions. Students and their families pay nothing to enroll in the program, nor do the educators. The anticipated cost per program for 2023-24 is below: 

Elevate Math $850/student; CSI $1100/student; teacher professional learning $1600/educator

SVEF is led by a 24-member Board of Directors hailing from established tech firms, educational institutions, school districts, and management firms. The Board is heavily involved in SVEF's strategic direction and actively participates in fundraising efforts. The Board is also culturally diverse and are closely attuned to the interests of the students we serve and invested in maintaining close ties to the community. 

10 out of our 24 board members are women and 8  among the 10 are women of color. We have the support of our outstanding 24-member board of directors, who make financial contributions, have significant ties to high-tech companies and school districts, and provide organizational and programmatic guidance and financial support.

SVEF has a diverse donor portfolio to support organizational financial stability and internal monitoring led by the CFO and CEO. Top donors to impact the full costs of programming proposed include: 

California Emerging Technology Fund (CETF)

John Doerr and Ann Howland-Doerr Household

Hispanic Foundation of Silicon Valley

House Family Foundation

The David and Lucile Packard Foundation

San Francisco 49ers Foundation

Santa Clara County Board of Supervisors - District 3

Sobrato Family Foundation

Applied Materials Inc.

Jack and Casey Carsten Household