Equity and Diversity

The FunWorks is a digital library of career exploration resources for youth ages 11 to 15. The FunWorks provides “real world” experiences and uses children’s current interests and passions, such as music and sports, to help them explore exciting future careers in science, technology, engineering and mathematics (STEM). The site was designed for and by children—over 300 young people have participated in the design and launch of this one-of-a-kind collection from the initial concept to design, usability testing, and launch.

AIM works with schools across the country to become academically excellent, responsive to the developmental needs of young adolescents, and socially equitable. Every school is different, given its particular student population, faculty, local community, and organizational history. Each school faces a different set of challenges, based on its state and local standards, past performance, and resources. AIM staff help schools analyze their strengths and needs, determine priorities, and develop solutions that fit their situations.

For the last 30 years, at least three generations of women and men have benefited from gender equity legislation and programs. The importance and impact of this work, however, is often invisible to more recent generations who may take these rights for granted. Living Life is recording the voices and experiences of the pioneers who, taking the lessons of earlier women’s struggles to heart and drawing from the civil rights movement, built the foundation for the gains women and men have made over the last 30 years.

EDC works with staff from the Jacob Burns Film Center (JBFC) to conduct evaluation planning for the See Hear Feel Film curriculum, which is designed to provide third grade students with an understanding of film and of themselves as creative beings, and is implemented in both in-school and out-of-school settings. EDC’s work focuses on clarifying student and teacher outcomes and determining indicators to measure change.

With funding from the Robert Wood Johnson Foundation, HHD is conducting research and developing new tools for substance abuse treatment and prevention, focusing specifically on the immigrant experience. HHD researched, and developed expertise in, the intersection between immigration, acculturation, and substance abuse. Based on its findings, HHD produced a Web site, Connecting Across Cultures–Promoting the Health of New Americans, which contains informational materials designed to increase understanding about substance abuse and the immigrant experience.

Global Kids has asked CCT to serve as the program evaluator and Global Kids’ formative research partner for the Playing 4 Keeps program. Global Kids have developed an innovative curriculum for engaging traditionally underserved youth in the development and dissemination of online games, called Playing 4 Keeps (P4K). The P4K games are designed by the program’s youth participants to educate their peers around the world about important social issues.

GSDL provides high-quality digital resources to: (1) help educators promote interest and engagement with STEM (science, technology, engineering and mathematics) education by learners of all ages, particularly females; (2) encourage learners to pursue science education and future careers in science; (3) provide an inter-disciplinary examination of the role of gender in the creation, teaching, and learning of science; and (4) build community among all interested users for the purposes of inquiry, information exchange, best practices development, and mentoring.

Developed by Breakthrough Games, ICED (“I Can End Deportation”) is a single-player, downloadable video game that explores immigration challenges facing an immigrant teen living in an urban setting. As they traverse the city, players confront a series of ethical dilemmas that reflect the tenuous position immigrants occupy in American society. These dilemmas require players to decide between “civic-minded choices” and “remaining quiet” in order to avoid engagement with the law. Through the game, players learn facts about U.S.

The User-Centered Digital Library project will implement IMS/ISO Access specifications in the Teachers’ Domain online digital library to enable users (teachers and students with disabilities) to conduct searches for accessible content that is formatted to meet specific students’ needs. As part of the project, an evaluation will be conducted to both inform project activities in adapting the Teachers’ Domain digital library and to document the impact of the resources to be adapted on teachers and students with disabilities.

This project is creating two professional development courses, with both on-site and online versions to build the capacity of middle school teachers of mathematics and special educators and their administrators to enable students with disabilities to be successful mathematics learners. During the project, one eight-session course for classroom teachers and their special education colleagues and a six-session course for school administrators will be developed, tested, and disseminated.