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The vision of 2030STEM is to address systemic barriers in institutional structures and funding mechanisms required to achieve full inclusion in Science, Technology, Engineering, and Mathematics (STEM) and accelerate leadership pathways for individuals from underrepresented populations across STEM sectors. 2030STEM takes a systems-level approach to create a community of practice that can test, learn and promote programs and policies that affirm and value cultural identities in STEM. To achieve parity and full representation in the STEM workforce, a variety of changes are needed across academia and STEM professional industries (e.g., business, finance, biotech, government) to accelerate underrepresented groups into positions of leadership throughout the STEM ecosystem. Through a series of subject matter interviews, roundtables, and curated analysis four major themes have surfaced, which, if implemented, could exponentially accelerate the creation of critical pathways to leadership, break down pre-existing barriers and biases, intentionally elevate the voices, value, and research of underrepresented groups in STEM, and implement new structural strategies at scale. This white paper provides a summary of innovative new practices designed to accelerate inclusion, including expanding on known global toolkits, new funding strategies, and the structural changes required throughout various STEM professions to propel pathways to leadership for underrepresented groups., Comment: 13 pages

The vision of 2030STEM is to address systemic barriers in institutional structures and funding mechanisms required to achieve full inclusion in Science, Technology, Engineering, and Mathematics (STEM) and accelerate leadership pathways for individuals from underrepresented populations across STEM sectors. 2030STEM takes a systems-level approach to create a community of practice that affirms diverse cultural identities in STEM. Accelerated systemic change is needed to achieve parity and representation in the STEM workforce, and mentorship - due to its impact on retaining talent - is crucial to ensure those underrepresented in STEM feel that they belong and can thrive. To support the studies and careers of those underrepresented in STEM, we must increase access to mentors who have received adequate training on both the discipline of mentorship in addition to cross-cultural mentoring, use evidence-based mentorship tools to improve the outcomes of mentor/mentee relationships, and create a persistent culture of mentorship at the institutional versus individual level. This white paper provides a summary of research-based mentorship practices that have worked at improving the experience in STEM for underrepresented groups. This is the second in a series of white papers based on 2030STEM Salons that bring together innovative thinkers invested in creating a better STEM world for all. Our first salon focused on the power of social media campaigns like the #XinSTEM initiatives, to accelerate change towards inclusion and leadership by underrepresented communities in STEM. Read our first white paper entitled #Change: How Social Media is Accelerating STEM Inclusion for more information., Comment: 15 pages 1 figure. The second in a series of four papers from the 2030STEM collaboration

The vision of 2030STEM is to address systemic barriers in institutional structures and funding mechanisms required to achieve full inclusion in Science, Technology, Engineering, and Mathematics (STEM) and provide leadership opportunities for individuals from underrepresented populations across STEM sectors. 2030STEM takes a systems-level approach to create a community of practice that affirms diverse cultural identities in STEM. This is the first in a series of white papers based on 2030STEM Salons - discussions that bring together visionary stakeholders in STEM to think about innovative ways to infuse justice, equity, diversity, and inclusion into the STEM ecosystem. Our salons identify solutions that come from those who have been most affected by systemic barriers in STEM. Our first salon focused on the power of social media to accelerate inclusion and diversity efforts in STEM. Social media campaigns, such as the #XinSTEM initiatives, are powerful new strategies for accelerating change towards inclusion and leadership by underrepresented communities in STEM. This white paper highlights how #XinSTEM campaigns are redefining community, and provides recommendations for how scientific and funding institutions can improve the STEM ecosystem by supporting the #XinSTEM movement., Comment: 13 pages, 2 Figures

This publication describes the work of the Servol program in Trinidad and Tobago. The Servol organization was started in Port of Spain in 1970 by Gerry Pantin. Servol's approach to helping disadvantaged people implies that one should never presume to know the needs of people; rather, one should ask them what their needs are. This approach produces attitudes of attentive listening and respectful intervention. Servol's principal service is to preschool children and late adolescents. The organization operates 31 Life Centres at which an Adolescent Development Programme (ADP), job skills training courses, parenting programs, and training programs for its own teachers are offered. The ADP course addresses spiritual, physical, intellectual, creative, emotional, and social needs in an attempt to help adolescents overcome such problems as low self-esteem. Servol works with the Ministry of Education and individual community boards of education to operate preschools. The Caribbean Life Centre in Port of Spain is a training centre for early childhod educators throughout the Caribbean. The participation of parents in preschools is welcomed. Servol's hidden agenda is to influence parents and future parents. A list of publications of the Bernard van Leer Foundation is included. (BC)

Methods of helping students reduce test anxiety are discussed, including guided fantasy which leads students to imagine a setting in which they feel competent and relaxed. Catastrophic-anastrophic expectations teach that different expectations create different feelings and make students aware that they are in charge of their own attitudes. Anxiety is viewed as a breathing difficulty, and various breathing exercises to reduce it are described. A series of relaxation exercises and specific coping techniques are also discussed. Finally, the use of humor is suggested as a way to reduce tension. (NRB)