The Latino Science Recruitment Project A Prototype for Future Science Education Frank A. Gomez University of California. Los Angeles. Los Angeles, CA 90024 Through the years the scientific community has attempted to instill in the general public's mind an overall positive perception of science. Recently, the quality of science education has been of maior concern to scientists. Nowhere has this interest been more evident than in elementary and secondary school curricula where improvement of science education is a major goal (1, 2). Schools with high minority enrollments are especially in need. The lack of science-oriented minority role models, let alone all role models, is a major reason for this need and is a definite problem that must be dealt with. In response the Latino Science Recruitment Project (LSRP) was created a t the University of California a t Los Angeles (UCLA). This student-initiated program is designed to address the problem of minority underrepresentation in the science fields. This paper will explain the program touching on all aspects of the project and will also describe how analogous programs may be initiated. Background Since the fall of 1987 the author has been speaking independently to elementary and secondary schools in the Los Angeles Unified School District (LAUSD). These presentations are informal in nature and are typically conducted in the classrooms. They are approximately 30 min in length. Subjects touched upon include high school graduation reauirements for colleee admission and the imoortance and benefits of a college education. The most important aspect of these presentations, though, is the theme "stay in school". Also cited are retention and attrition rates of Latinos in all levels of education and hence, the sad and discouraging state of Latino educational affairs. In December of 1987 the author was approached to organize these speaking engagements formally into a fully registered UCLA program. This program would not only emphasize education in eeneral. hut a nositive science theme would .--be an integral p& of thk proje'ct. Shortly thereafter, a proposal encompassing goals and objectives, statement of need, target population, program activities, and budget, was in final form. The oroiect was initiallv funded in the summer of 1988 and was a i m & operation. Skveral year-round schools were targeted that first summer: one junior high and three elementary schools. The ethnic composition of these schools was greater than 85% Latino. Two student volunteers conducted the 30-min presentations. The first few minutes were devoted to introductions and approximately one-half of the presentation focused on chemistry experiments, discussion, and follow-up. The remaining time was a motivational pep talk; in essence, i t explained to students the importance of an education and i t reassured them that anything is possible through education. ~~~~~~~~~
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Goals and Objectives The goals of the LSRP aredefinedas (1) to educate Latino students, while in grammar and high school, on the importance of .an education and (2) to expose Latino students to the beauty and nature of science and to inform them of those science disciplines where Latinos are underrepresented. T o achieve these goals, the following objectives are sought: 318
Journal of Chemical Education
I. To inform students about the importance and benefits of an education and to motivate them u, continue their education. a. Higharhwl students are familiarized wrth higher educatim ti.e., fuur-yearinstitutionss~~ha~ the University ofCalifornia and Cal:iornia Smte llniversity systems au well as pri\.ate colleges and the junior colleges),the process of applying, and courses and grades needed for admittance to these
institutions. b. Junior high and elementary school students are informed of
the importance of an education and the benefits obtained from education. 2. To inform students of the many available science-oriented careers, in particular, those where Latinos are underrepresented. i a. To teach hasir rcientificprinc~plestostudenul at d l a ~ evia experiments designed to enhance the scientrfir educational experience. b. To have field trips where students are exposed to science in action and in their community.
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The imoortance of eoals and obiectives cannot be overlv emphasized in such programs. Successful programs tend to have thoroughly defined goals and objectives which ensure a sound foundation. Before a final decision on goals and objectives is made, i t is mandatory to know the needs of the target audience. The goals should be concise statements defining what is t o be accomplished, whereas the objectives list how the goals are to be achieved. Many good programs have gone astray by either having unsound goals and objectives, by being too general, attempting to accomplish too much, or by being too specific, therefore, not respecting the needs of the Statement of Need The LSRP was initiated to deal with the discouraging numbers of Latinos maduatmg from high school as well as the few entertaininiscience-oriented bareera. Within the Los Angeles Unified School District (LAUSDI, 65% of the students are of Latino descent (3). Of that number, an alarming 51% drop out before their final year in high school. Currently, Latino high school graduates comprise a mere W c of all students in higher education. Of thisliwo,only three out of 10 students will actuallv maduate with a rolleee dinloma. d he dilemma is rooted inso-cia1 conditions such as thk troubled environment Latinos erow UD in ke.. . . barrios) and access to very few positive rol;! mod&. Due to the hieh attrition rate of Latinos in all levels of education, an underrepresentation in the science-oriented fields exists. Few Latinos pursue a higher education and even fewer concentrate in the physical sciences such as chemistry, physics, and mathematics. Statistics show that Latinos are not enrolled in advanced academic preparation math and science courses while in high school (only 25%,9%, and 41% of all Latinos have completed chemistry, physics, and trigonometry advanced preparatory courses, respectivenanel ureed Iv) (4). . , Recentlv. a coneressionallv" annointed .. colleges to boost produ&ion of minority sciedtists (5): It noted the traditionallv low rates of ~articinationin technical fields by Latinos, Native ~ m e r i c ~and s , Blacks.
The small numher of Latino students in high education and the absence of role models are also reflected in Latino faculty representation. A recent quantitative status report obtained from the University of California a t Berkeley (UCB) showed that Latinos make up only 3.2% of all UC tenure-track faculty (6). From 1977 t o 1987 the numher of new UC faculty employed was approximately 2500. Of this numher, Latinos made u p only 57 individuals (an increase from 171 to 228 faculty), and dismal 0.6% increase. When considering graduate students the numbers are just as discouraging. During the 1986 recruitment period, UC's eraduate oroerams enrolled almost 5000 new students of khich onl; 184 were Latino. Recent articles stress the need for more minorities in graduate school and the serious implications that lie in the future if steps arenot taken to alleviate the prohlem (7,8). Target Population As previously mentioned, before programs are created, it is necessary to have a clear ideaof the target population and, more importantly, the needs of this population. The LSRP is concentrated in the Southern California area where a large ~-~ Latino population exists. It was decided to implement the nrueram at the elementarv and secondary school levels. Only exposing students tdscience a t &early age will the Droblem of underreoresentation in the science fields, as well as high attrition rat& be dealt with successfully. Lists were compiled of student ethnic composition of elementary and secondary schools in the district. An initial contact, describing the program, is made by a telephone call to the school in question. This contact is frequently the principal andlor assistant principal. Letters are then sent hut t i t h e res~ectiveschools descrihine in leneth the pro&am and its desired goals and ohjectiv&. shortiy thereafter the LSRP is back in touch and the presentation date is decided upon. ~~
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Program Actlvlty Methodology Program activities are generally coordinated between the project directors and elementary and/or secondary school representatives. Each 10-week program a t UCLA is scheduled as follows: The first week is designed for recruitment and applications for qualified student volunteers are accepted. Advertising in campus newspapers is also conducted, as well as flvers - oosted . and letters sent to other campus organizations. Training of volunteers is conducted during t h e second week: here. the eoals and ohiectives of the program as well as the activities-of the prog;am are discussed.-During the remaining weeks four or five science presentations are scheduled. Other Actlvltles As stated earlier, the major activities of the LSRP are presentations to elementary and secondary school students. However, the project is in no way limited to this one activity; field trips, science fairs, and career days are also integral oarts of the Droeram. For examde. in fall 1988. 25 sixth . graders were hrought to IJCLA on a Saturday morning. Students toured the author's chemical research lahorarory and a discussion followed. They proceeded t o a biology laboratory where a hotanv professor explained the research conducted there. The UCLA botanical gardens was visited and a break for lunch was taken. Students packed sack lunches and drinks were provided by the LSRP. A general tour of the campus was the final activity on the agenda before student departure in mid-afternoon.
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Budget The LSRP is divided into the followina budgetary line items: assistance, supplies (clerical and s p e c i d , printing and duplicating, postage, advertising, transportation, food,
and equipment. Advertising, transportation, and food were found to he those items most important to the program and most vital in ensuring a successful project. Sclence Dlsclpllnes Targeted The LSRP was originally intended to expose students to chemistry, hut, soon after, a broader spectrum, incorporating other scientific disciplines such as biology, physics, and engineering, was agreed upon. This more diversified science offering is achieved by recruiting students from a variety of disciplines including nonscience majors. Advertising and Recruitment
A successful advertising campaign allows for recruitment of volunteers as well as promotion and exposure of project. The LSRP was advertised in both the UCLA newspaper as well l newspaper, La Gente. .-as in the Latino s ~ e c i ainterest Flyers were distributed on campus and sent ti campus organizations. Student volunteers also spoke a t related campus organization functions and meetings. Besides on-campus advertisement. information is sent to community organizations in the area especially those dealing with disadvantaged children. Faculty Advisor In order to hridge the gap between student volunteers and university administration a faculty advisor is frequently chosen. I t is generally up to the project directors and advisors t o decide how major a role the advisors will play in the program. Some programs need little input from faculty whereas large projects often need a faculty advisor to be quite involved in the daily workings of the program. When choosing a faculty sponsor several points must be considered: (1) choose a sponsor who will he committed to the project and who believes in the goals of the program, (2) choose a sponsor with a professional interest in the project (i.e., someone whose occupation is directly related to the project's goals and objectives), and (3) choose a sponsor who will successfully bridge the gap between student and administration. Experiments should he safe and simple, never requiring drastic conditions or intricate experimental setups. There are many demonstration hooks on the market explaining step-by-step procedures for many experiments (9). These experiments should he neither too elaborate nor too difficult for the audience to understand. Soon a variety of experiments is at the project's disposal and a catalog may he created. The LSRP has such a catalog, and the following is an example of experiment frequently used in the presentations. This experiment utilizes the property of electrolytic solutions to conduct electricity. Electricity is simplistically explained to the students. (A standard conductivity apparatus used.) A diagram of this system is drawn on the chalkboard to help the students visualize the process. Three glasses of water, one distilled, one tap, and one saturated sodium chloride, are then placed within view of the students. Using orooer safetv orocedures. the Drones are first Dlaced in the histilled watk;sometimes'causIng alaint glow from the light hulh. As aresult of ionic imourities in the svstem, the Drones are then placed in the tap water and finall; in the sa&rated sodium chloride solution. The light hulh becomes proeressively brighter in the process. he students are then t d d of the exisrence of electrolvtes and how they facilitate the conduction of electricity th;ough the solution. Other demonstration materials include liquid nitrogen, molecular and space-filling models, and magnetli. The fGezing of a simple leaf in liquid nitrogen and breaking thereof, is interesting. A banana can also he frozen and then used to hammer a nail into wood. A discussion on the three states Volume 67
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of matter, with regard to the liquid nitrogen, can then take place. Molecular and space-filling models provide an insight into the atomic structure of known materials (e.g., salt, plastic, and diamond). The difference in packing and orientations of atoms in lattices of these compounds can then be explained. A short review of magnetism can also be held during student utilization of magnets. Follow-Up Follow-up is conducted by teachers a t the respective school. Upon LSRP departure teachers typically discuss with their students the nrevious presentation, and other areas of science are investigated as teachers continue to build on thescience theme. Students are oftenaskedto write a small written report on the demonstration complete with D ~ ~ u R and S observations. Long-term follow-up by LSRP is the program being in its in the preliminary stages due infancy. Funding Sources Fundinemavcome - . from on camnus sources such as undergraduate and graduate student government. Another source of fundine mav- be from science departments (i.e., chemistrv, -. physics, engineering, biology) a t t h e respec&euniversity. The LSRP was funded by the Community Activities Committee (CAC) and is housed in the Community Programs Office (CPO). Nonuniversity funding is another possibility. Community organizations and private foundations are frequently interested in promoting new ideas, especially those with great potential for growth. Government grants are yet an additional source of funding. Problems LSRP activities tend to be held during regular school hours. Volunteers often have conflicting class commitments, so scheduling of presentations is a problem. This problem was remedied by planning the presentations well in advance and contacting volunteers early in the academic quarter. Inadequate funding also poses a problem. Due to the size of the Latino community in the area, a great educational need exists. As stated earlier, all potential sources of funding, need to be investigated.
Evaluatlon The LSRP is evaluated by (a) teachers and principals of school where the LSRP had conducted presentations, (b) UCLA administrative personnel (i.e., CPO staff), and (c) LSRP nroiect . directors. Followine- everv. .nresentation. an evaluation form is given to teachers and principals of the resnective schools. The comments solicited from these forms are critically scrutinized and discussed among project directors, volunteers, and UCLA adminstrative personnel.
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With the coming of the Zlst century, the demographics of the Southwest and especially California, will be constantly changing. Accompanying these changes will be the additional needs of the settling population that should be considered. T- o meet these needs.. special . sensitivitv and understanding will have to exist. Without careful foresight the region noted will be constantlv.. ~ l a e u e dbv both social and economic prohlems. Nowhere is this more important than where education is concerned. The Latino Science Recruitment Project is a successful program bridging the present and future by understanding the past. School officials, teachers, students, and parents have given much praise for the project. Personally, the joy received and reflected in the eyes of students more than makes up for the time and effort involved in running the program. Science education must begin early in a child's life in order t o foster growth in the science fields. Programs such as this successfully address the issue a t hand. I t is the author's wish that one day a minority national science agenda be created that will promote both scientific education and education in general. In the meantime the LSRP will continue to address the problem, integrating as many aspects of science as possible into the project, by working in both schools and the surrounding community alike. ~
Literature Clted
7. Widnall, S. E. Scirncm 8. Hispanic Business 1988.10 110). 59. 9. Sh&hashiri, B. Chrrnied Demonstrations: A Hnndbook /or Teachers a/ Ch~rnisliy; University of Wireonsin: Wisconsin. 1 9 e Vola. 1.2.
Magnetic Marbles as Teaching Aids Magnetic marhles' are valuable teaching aids for teachers who have steel chalkboards in their classroom, (Those who do not probably can find a portable chalkboard or simply use a piece of sheet steel.) The marhles can he placed around the symbol for an element to show electron dot structures. They are especially useful for showing electron transfer schemes that result in ions with stable octets; the marhles can he moved physically to simulate the transfer of electrons. Further, marhles can he moved until each metal atom has lost all its marbles (valenceelectrons)and each nonmetal atom has a full octet. To simulate covalent bonding (in water, ammonia, and methane, for example), the marbles can be glued to a piece of very Light paper on which the symbol H is written. In that way, enough hydrogen atoms can he moved to complete the octet of oxygen, nitrogen, or carbon. The marhles also can be used to illustrate orbital filling. Just sketch the various sublevels on the chalkboard, and add marhles as the orbitals fill. Use two colors to illustrate the two spin states. A word of caution: Don't place the marhles too close together. Paired marbleswillnot adhereto the chalkboard. Just as electronsmir to form a bond, the paired marble8 sink to a lower energy level (the chalk tray). (Perhapsthe rapid descent of the paired marbles simulates the baired electrons in a superconducting material (?).I Wwk done at Murray State University. Mumy, KY 42071. Available from toy stwes, novelty shops and catalogs, and from Edrnund
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Sclantlflc Co.. C922 Edscorp Bld.. Wrington, NJ 08007. John W. Hlll
University of Wlsmnsln-Rlver Falls River Falls, WI 54022
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