Access

The teacher has exposed students and their families to people, programs, resources, and connections that can open doors for them, and they are able to navigate and access those opportunities.

Introduction to Access

As a transformational educator, it is critical that I support my students in illuminating opportunities that exist in science and in the world around them. Specifically, it is critical that my students are provided with a multitude of chances to engage with organizations, people, and alternative perspectives that can help facilitate their growth as students, scientists, and individuals. In order to help my students and expand their access to opportunities, I facilitated scientific trips onboard a legitimate research vessel, arranged for conversations with important and diverse scientists in the field, and created a unique group to enhance female leadership potential. These opportunities helped students create connections with experts in the field and expose them to experiences that opened doors for them in science and in their careers. My middle school students ultimately thrived in these experiences and authentically reflected on their impact; for many students, these opportunities inspired them to pursue STEM occupations as well as helped invigorate them to succeed in high school. With my support and creation of these access points, students effectively utilized these resources in order to advance towards their personal, academic, and professional goals.

Please proceed below to learn how I actively work to provide access to opportunities for my science students.

Conclusions

If I want to grow as a transformational educator, it is critical that I provide access to opportunities for my students that they would not otherwise have the possibility of exploring. Exposing them to unique scientific opportunities such as scientific research onboard the Maritime Aquarium research vessel, allowed students to engage with their coastal community and protect their environment, giving them the tools to positively impact and advocate for the future of their coastal communities in the face of climate change. In addition, conversing with professionals from the science community that look like them or have similar backgrounds as them, through the Speak with a Scientist initiative, allowed my students to see their future in scientific occupations and STEM jobs; creating connections with these individuals and understanding students' own potential in the STEM field opened doors in terms of science careers. Further, creating a supportive and transformative space for students to learn how to capitalize on their female leadership, through Girls Group, helped students see their own abilities as future change-makers. These opportunities were not available to my students previously, and I hope that through my facilitation of these experiences, students were inspired and invigorated about their potentials, particularly in science. Anecdotal data demonstrates that, at least partially as a result of these opportunities, my former students went to science and engineering high schools, participated in mentorship programs for other young women, and excelled academically. I will continue to provide access to opportunities for my students in the future, both in science and otherwise, such that doors are opened for them.