#UrbanSTEMsyllabus

There has been a recent social media buzz surrounding the #lemonade syllabus. The lemonade syllabus is an artistic curated list of literature inspired by Beyonce's 2017 visual album entitled "lemonade". Candice Benbow, a PhD student at Princeton and Rutgers University lecturer, created the syllabus after the highly anticipated album release. Since then, the hashtag #lemonadesyllabus has taken social media by storm. Hundreds of submissions were shared online. People everywhere were granted access to a diverse collection of literature dedicated to the theme of individuality, community, liberation, healing, and empowerment.

In fashion with the #lemonadesyllabus, I would like to submit a syllabus of my own, focusing on the study of science, technology, engineering, and mathematics (STEM) in urban communities. How have we come to understand STEM in urban communities? How do racial minorities perceive STEM majors and careers? What role should research and education play in generating interest in STEM? What skills are necessary to be competitive in STEM? Is it time for more racial diversity in STEM toys?

The #UrbanSTEMsyllabus considers the work that has contributed to how we understand STEM participation, attitudes, and learning models among people in urban communities. In order to underscore the importance of STEM in urban communities, I typically cite the nationwide call to increase the number of underserved minorities in STEM. However, there is an added layer of literature and curiosity needed to fully understand the disproportionate access to opportunities and achievement in STEM. The syllabus will bridge reflections on the welfare of underserved minorities with scientific literature. Each week I will explore 5 topics of interest: 1)STEM attitudes, 2) scientific reasoning, 3) problem-solving, 4) motivation, and 5) factors impacting participation in STEM; in an effort to build an anthology of #UrbanSTEMsyllabus resources. Coming soon #UrbanSTEMsyllabus part 1.

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