In the United States certain ethnic groups are underrepresented in science, technology, engineering, and math (STEM) fields. National Science Foundation and Census Bureau data show that, while the population of Blacks and Hispanics in the United States is 12% and 13%, respectively, in STEM undergraduate programs these groups only account for 8.5% and 7.2% of the student population. This lack of minorities in STEM undergraduate programs also impacts the potential graduate student STEM population, where Blacks and Hispanics compose 5% and 4.8% of the populations. While these numbers have increased slightly over the past decade, they are still significantly lower than where they could be. An issue that makes this under-representation more significant is that the number of American jobs in STEM fields is growing at a rate much faster than the production of new STEM degrees. Therefore, it is important to consider how these underrepresented groups can position themselves to fill such positions. Many of these jobs will require college-level degrees, and students often must have an interest and show promise in math and science while in primary and secondary school to allow themselves the opportunity to pursue college degrees in the STEM disciplines. A better educated American STEM workforce is also advocated by reports such as “Rising Above the Gathering Storm” and federal initiatives such as the American Competitiveness Initiative.

To increase minority high school students' interest in STEM, the Polymer Envoys Program (PEP), an innovative outreach program, has been developed and is being piloted at Case Western Reserve University (CWRU) in partnership with the Cleveland Metropolitan School District (CMSD). This program features a two-year research internship where urban high school students are matched with a graduate student mentor, and participate in STEM research during their junior year, the summer between their junior and senior years, and their senior year. As a way to give back to their community and recruit future program participants, students also create presentations to teach younger students and the general community about polymer concepts.

A study is being used to determine the short- and long-term effectiveness of PEP. The researchers hypothesize that such an experience will increase a student's confidence in her or his technical abilities, and increase the interest that the student has in pursuing a STEM degree. The following questions are being addressed: (1) Are the high school selection and student selection processes appropriate to meet program goals? (2) How are a student's perception of and interest in STEM affected by the research experience? (3) How will the experience affect the student's perception of her or his technical abilities? (4) How will this program affect the number of urban students who go to college, and who pursue STEM degrees once there? An examination of question 4 has recently begun and limited data are available, but data on questions 1-3 will be presented. Baseline and end-of-term surveys are used to determine the impact of PEP on participants. These surveys ask students for academic and attitudinal information so that changes over time may be tracked using multiple-choice questions with Likert-like scales (1=strongly agree, 3=neutral, 5=strongly disagree). Short answer questions also ask for the students' opinions on their aspirations, and expectations or feedback on research and program activities.

CMSD mathematics and science coordinators in the district's central administration initially chose the schools involved in PEP. This process was revised recently to allow all interested CMSD high schools to submit proposals if they wanted to participate in the program, and this new school selection process was found to work very well because schools better understand their expectations and have committed to fulfill these expectations. Inversely, current schools that did not feel they could meet program expectations had an opportunity to opt-out of the program. Additionally, based on demographics in the new schools selected, it is expected that the high school student participants will become more diverse than what was achieved in the first classes of students.

Student evaluations indicate very positive results in the initial phase of PEP implementation. While many students initially indicated minimal experience with research and technical communication, in less than two years all have made significant improvements. This change was self-reported on surveys (responses of 3.6 initially, to 2.3 after one year in program), and observed in the oral and written communication assignments completed by the students. Additionally, students' academic and career aspirations have been affected through their experiences in the program. While most students initially expressed interest in becoming scientists and engineers and felt that they were capable of being in such fields (initial response of 1.9), through the program some became more interested in STEM careers (response of 1) and others became less interested (response of 2.8). While the program aims to excite students toward these fields, aiding a student in realizing that this is not her or his area of interest is equally important. Related to longer-term outcomes of PEP, two students in the initial class have been admitted to and will matriculate at CWRU, with an intention to major in engineering. Additional positive program outcomes include one student who started taking classes at a community college based on the encouragement of her graduate student mentor and her greater understanding of opportunities to better prepare for college, as well as another student who will have her research data included in a technical paper.

Based on these findings to date, three key recommendations are given for similar programs. First, schools need to have a choice on whether they are involved in this type of program to ensure necessary support for students and program activities. Additionally, students should begin in a program of this type in this type of school district as high school juniors. Finally, multiple levels of support (high school teachers, university graduate students, university faculty/staff, etc.) are necessary for students and the program to be successful.

Further studies of the program will include tests to determine how effective recently implemented technical content at program meetings is in supporting the students in their research projects and furthering their interest in STEM careers. Additionally, as possible, the long-term impact of the program will be studied to determine how many of the students eventually pursue graduate studies in STEM.

Financial support from the NSF Science and Technology Center for Layered Polymeric Systems (Grant DMR 0423914) is gratefully acknowledged.