AN IMMERSIVE URBAN ENVIRONMENTAL GEOCHEMISTRY RESEARCH EXPERIENCE AT THE HIGH SCHOOL LEVEL AS A PATHWAY TO THE GEOSCIENCES

The geosciences are one of the least diverse science, technology, engineering, and mathematics (STEM) fields. From a pathways perspective, URM students are not exposed to geoscience coursework in high school at the same rate as their non-URM counterparts. Yet, the skill sets imparted in geoscience coursework are needed to address issues of societal importance, such as the remediation of urban and environmental contamination and environmental justice. This project used an immersive, locally based, culturally responsive research experience in urban environmental geochemistry at the high school level to broaden a pathway to and increase interest in the geosciences for URM students. We engaged a public high school in Philadelphia, P.A. (80% of children below the poverty line, and 85% non-white) with a career and technical experience program in Environmental Horticulture, with in-classroom modules focused on water soil, and air contamination through an environmental justice lens. The curriculum, co-designed with the high school instructor, entailed hand-on experiential learning activities with a focus on water, soil, and air sample collection in the local region, laboratory analysis using research instruments, scientific data analysis (e.g., graphing of results), scientific presentations, and developing critical scientific agency to engage in environmental stewardship of their community. Pre- and post-surveys, classroom observations, and focus group discussions were used to evaluate the effectiveness of this curriculum intervention. Student surveys showed an increase in student interest in the geosciences both as a discipline (25%) and a career pathway (27.8%), as well as means to address agency within their community (31.6%). Additionally, there was a substantial decrease (50%) in the perception of science not being useful outside of school. Common themes garnered from student interviews included the usefulness of geoscience to enhance community engagement and agency and address environmental inequality. These results suggest the use of urban environmental geochemistry modules at the high school level enhances URM students’ interest in the geosciences and can build an inclusive pathway into STEM careers, while also advancing environmental justice within their community.