STEM Amplify

 ICRI currently works with over 200 at risk youths by providing culturally and linguistically appropriate mentoring services. We have established partnerships with other organizations in certain focus areas. For example, we established a partnership with the Union for Contemporary Art to provide mentoring and guidance to young people pursuing their arts passion. The reason for providing these mentoring services was due to a variety of factors. Among the factors was a growing vulnerability of Omaha’s refugee youth to recruitment by gangs and into violent and anti-social behaviors, lack of culturally and linguistically appropriate services for this population and a desire to bolster the academic opportunities for these youths.

Overall, there are approximately 18 million children in the United States that are children of immigrants. (The Annie E. Casey Foundation (2017) Race for Results Report https://www.aecf.org/resources/2017-race-for-results/). More than half of these children are low income. Although these children make up only 24 percent of the population, they account for 30 percent of all children considered to be low income. In addition, English learner fourth grade students are 5 to 7 times less proficient in math than their English as a native language counterpart. There is also an underrepresentation of minorities in STEM fields. In 2016, 56 percent of bachelor’s degrees in science and engineering fields were awarded to white students. 

In addition, COVID-19 has also widened the learning gap for the students we serve. Data shows that school closures dues to COVID-19 led to an estimate overall learning loss of 6.8 months for all students. (Dorn, Emma, Hancock, Brian, Sarakatannis, Jimmy and Viruleg, Ellen,  “COVID-19 and Student Learning in the United States. The hurt that could last a lifetime”, McKinsey and Company, June 1, 2020). This is more drastic for black, Hispanic and low-income students. It is estimated there is 10.3 months of learning loss for black students, 9.2 months for Hispanic and 12.4 months for low-income students. Additionally, data shows that due to the pandemic students started school this past year three months behind where expected in mathematics. (Dorn, Emma, Hancock, Brian, Sarakatannis, Jimmy and Viruleg, Ellen,  “COVID-19 and Learning Loss Disparities Grow and Students Need Help, McKinsey and Company, December 8, 2020) More specifically, students of color were about three to five months behind in learning whereas white students were about one to three months behind. Students of color have been disproportionately affected by the pandemic. If this is left unaddressed this could lead to wider gaps in future opportunities for these students including refugee and immigrant youth in our community. The COCID-19 pandemic has significantly shifted the delivery of instruction in K-12 exclusively to virtual online system for the past two years. In most American household, parents have assumed the responsibility of teaching their children during their down time. For refugees and immigrants’ families, the gap has widened. First, majority of refugee parents are not even illiterate in their own language. This means, refugee students didn’t receive the necessary educational support during this crisis. 

The program will provide participants with STEM skills needed for successful postsecondary education. The participants will contribute to the program by bringing their unique cultural and linguistic resources. To promote these assets and engage youth in developing STEM literacy, this after-school program engages these youth in critical STEM literacy development.

Curriculum would include coding, robotics, tutoring, a science club, tutorial sessions in all STEM fields, and a digital media academy. Students will meet two days a week for two hours each session. ICRI will initiate this via two ways. First, if life goes back to normal, ICRI will host after school sessions at local churches and mosques. ICRI pay tutors contractual rate of $20 per hours for each session. Secondly, ICRI will former refugees who either graduated from college or are currently in college and pair them with these kids. Such tutorials will be happening at apartment complex or community site such as libraries and Do Space. This proposed program will leverage our already successful immigrant and refugee youth mentoring model. This program is aimed at helping youth achieve academic progress by teaching them how to be effective learners. Those working with the students meet them where they are (in this case as applied to their STEM knowledge) and teach them new strategies for problem solving. The program employs the “Effective Tutoring” method to go underneath the surface of any blocks to learning and gives the students strategies to solve problems. This method would be combined with STEM teachings in the Amplify STEM Academy.

The goals of the program are help improve academic achievement, increase involvement and exploration with STEM, decrease anxiety around STEM, increase self-esteem, increase self-efficacy, and increase future educational opportunities for these youths in STEM field. The proposed program is focused on refugee and immigrant youth who live in the greater Omaha and Douglas County areas. The youth will be selected based upon eligibility criteria established at the onset of the program and a simple application process and needs assessment. The STEM program only criteria will be, the program participant must be 7-19. It is first come first serve program. The capacity of the program in terms resources, and manpower will be the sole determinate of rejection. We will seek to reach 80 young people in the first year. We will work with contacts at Omaha Public Schools to identify youths for the program. Refugees’ community and other service providers can also refer clients to our office. We will arrange transportation when necessary, for participants.   The youth will be representative of the existing refugee populations and ethnic groups in the Omaha area – Sudan, Burma (Kareni), Somalia, the Congo, South Sudan, and Syria, among over 35 countries from which refugees have come to settle in the Metro area. Socio-economic status will not be a factor in target population eligibility. ICRI projects over 95% of participating students will be from families under the poverty level.

This solution serves immigrant and refugee youth living in the greater Omaha and Douglas County areas. The program aims to provide these youth with STEM learning experiences to help them develop the skills needed for successful postsecondary education. By engaging in critical STEM literacy development, these youth will gain coding, robotics, science, and digital media skills. They will have access to tutorial sessions in all STEM fields and meet two days a week for two hours each session.

The solution will impact the lives of these youth by improving their academic achievement, increasing involvement and exploration with STEM, decreasing anxiety around STEM, increasing self-esteem, increasing self-efficacy, and increasing future educational opportunities for these youths in STEM fields. The program will help these youth develop an interest in STEM and STEM learning activities and come to value the goals of STEM and STEM learning activities. The program will also provide these youth with an opportunity to engage in STEM activities and pursue other STEM learning opportunities. The program will help them demonstrate STEM knowledge and skills and increase their understanding and awareness of the value of STEM in society and of STEM professions and opportunities.

By providing these opportunities to immigrant and refugee youth, the solution will also help increase diversity in STEM fields and provide these youth with a pathway to success in STEM careers. The program will also help these youth develop skills that are in high demand in the job market and increase their chances of success in the future. Overall, the solution will have a positive impact on the lives of these youth by providing them with access to valuable resources and opportunities that will help them succeed in the future.

ICRI and its team are likely well-positioned to deliver the Amplify STEM Academy because they have experience in working with refugee and immigrant populations and understand the unique challenges and needs of these communities. Additionally, they have identified a need for STEM learning opportunities for immigrant and refugee youth in the Omaha area and have designed a program that aims to address that need. ICRI's existing relationships with local schools and community organizations, as well as their experience in youth mentoring and tutoring, may also be assets that can help them effectively implement the program. 

International Council for Refugees and Immigrants in Omaha has been providing critical services and advocacy for refugees and immigrants in the region for years, including education and workforce development programs. Their extensive experience and networks within these communities make them well-positioned to engage with and understand the needs of women and girls in STEM fields. Additionally, their partnership with the University of Nebraska-Lincoln and local STEM employers shows that they are actively engaging with stakeholders in the STEM industry to understand their needs and identify opportunities for collaboration. Through these partnerships and collaborations, the team can meaningfully guide the design and implementation of the solution to ensure that it is responsive to the needs and priorities of the target population.

We are applying to the Gender Equity in STEM Challenge because we believe that our solution has the potential to make a significant impact on the lives of girls and women in STEM fields. We are passionate about promoting gender equity in STEM and addressing the systemic barriers that prevent girls and women from fully participating and thriving in these fields.

As a small nonprofit organization, we face several barriers that we hope Solve and Tiger Global Impact Ventures can help us overcome. Firstly, we would greatly benefit from additional funding to support the development and implementation of our solution. While we have secured some funding through grants and donations, we require additional resources to scale our impact and reach a larger audience. We believe that the funding and resources provided by Solve and Tiger Global Impact Ventures would allow us to accelerate our impact and reach more girls and women in STEM.

In addition to funding, we would also benefit from technical support and guidance. Our team has a diverse set of skills and experiences, but we recognize that there are areas where we could benefit from additional expertise. We believe that the network of resource partners provided by Solve and Tiger Global Impact Ventures could help us access the technical support and guidance that we need to refine our solution and maximize our impact.

Culturally, we are committed to working with the communities we serve to understand their needs and ensure that our solution is responsive to their unique experiences and perspectives. As a team, we have prioritized building relationships with girls and women in STEM fields and engaging them as co-designers and collaborators in our work. We believe that our close proximity to the communities we serve and our ongoing engagement with them ensures that our solution is meaningfully guided by their input, ideas, and agendas.

Overall, we believe that the Gender Equity in STEM Challenge provides a unique opportunity to access the funding, resources, and support that we need to accelerate our impact and promote gender equity in STEM. We are excited about the potential of our solution to make a difference, and we believe that the support provided by Solve and Tiger Global Impact Ventures would help us achieve our goals and create lasting change

A total of 24 individuals are employed by ICRI,16 AmeriCorps members and 2 Vista.

Nearly all of ICRI staff are refugees (98%). In addition,  five of ICRI’s six board members are refugees.

Dekow Sagar, the Executive Director and Founder of the International Council for Refugees and Immigrants, has a personal connection to the refugee community through his own experience as a former refugee from Somalia. This firsthand experience can provide valuable insights into the unique challenges faced by refugees and inform the design and implementation of solutions that are tailored to their needs. It's important to continue engaging and collaborating with the community throughout the development and implementation of the solution to ensure it is meaningful and effective.

Mr. Sagar graduated from Grand View University in Iowa, with degrees in Human Services and Political Science. He later earned a Master of Public Policy and Administration program from Drake University and completed an MBA from West Texas A&M University. He earned his third Master’s in International Human Rights Law from Oxford University. Recently, he published his memoir: “Life in Exile.” He has held several leadership positions with international organizations and government institutions in health, food security, livelihoods, community and economic development, education, social work, emergency and disaster response, refugees, and immigrant support.

ICRI STEM Amplify program is an innovative solution that aims to address two significant challenges in the society- gender and economic inequality. The program is designed to expose girls from religiously and culturally conservative ethnic communities to STEM-related fields by providing them with the resources, education, and support to explore their passions and develop their skills. By doing this, ICRI STEM Amplify is catalyzing broader positive impacts in the STEM space by creating a pipeline of diverse talent, and addressing the gender gap in STEM fields, where women and girls are underrepresented.

The second objective of the ICRI STEM Amplify program is to tackle economic injustice faced by minorities, underprivileged, underserved, underrepresented and marginalized communities. The program does this by providing them with the opportunity to gain skills and knowledge in STEM-related fields and eventually earn a livable wage. Through this initiative, ICRI STEM Amplify aims to reduce intergenerational poverty that plagues these communities by creating a pathway for them to gain financial stability and increase their economic mobility.

ICRI STEM Amplify's innovative approach leverages the power of STEM education to address two significant challenges in our society - gender and economic inequality. The program's impact could be far-reaching, as it provides a pathway for marginalized and underrepresented groups to gain access to STEM education and careers, which can change their lives and the trajectory of their communities. By creating a pipeline of diverse talent, the program could transform the STEM industry by bringing new perspectives, experiences, and ideas to the table. Ultimately, ICRI STEM Amplify's innovative approach to tackling gender and economic inequality could serve as a model for other organizations and inspire a movement towards a more equitable society

Our solution is innovative in several ways. First, we are taking a holistic approach to addressing the gender equity gap in STEM by providing both technical and soft skills training, mentorship, and access to networks and resources. This integrated approach is different from traditional training programs that focus only on technical skills.

Second, we are planning to leveraging technology to provide scalable and accessible training, mentorship, and resources.

Third, we are planning to establish collaborative partnership with industry experts and organizations to provide our participants with practical, real-world experience and knowledge that they can apply in their careers. Our partnerships with companies and organizations in STEM fields will also help us to identify job opportunities for our participants.

Finally, we are focusing on measuring the impact of our program and continuously improving it based on feedback from participants and partners. By tracking the progress of our participants, we can identify areas for improvement and refine our approach over time.

We believe that our solution can catalyze broader positive impacts by serving as a model for other organizations and programs focused on gender equity in STEM. Additionally, by helping women in STEM to succeed and advance in their careers, we can contribute to closing the gender pay gap and increasing diversity and inclusion in STEM fields, which can lead to greater innovation and societal benefits.

• Number of girls and women participating in STEM education and careers
• Percentage of girls and women who report increased interest in STEM subjects and careers
• Percentage of girls and women who complete STEM education and training programs
• Number of girls and women who secure STEM-related jobs or internships
• Percentage of girls and women who report increased confidence in their STEM skills and abilities
• Changes in gender diversity within STEM industries and organizations
• Amount of funding or investment secured to support gender equity in STEM initiatives
• Number of partnerships and collaborations established with organizations working towards gender equity in STEM

By tracking and analyzing these indicators over time, you can evaluate the effectiveness of your solution and make adjustments as needed. Additionally, by sharing your progress and impact data with stakeholders and partners, you can build support for your solution and inspire others to take action towards gender equity in STEM.

Our theory of change is that by providing gender-equitable STEM education and training to refugee and immigrant women, we will increase their skills and knowledge in STEM fields, which will lead to better job opportunities, increased economic independence, and greater social mobility. This will ultimately contribute to reducing gender inequality and improving the well-being of refugee and immigrant women and their families.

To achieve this impact, our program has several key activities and outputs. First, we will recruit refugee and immigrant women to participate in our program and provide them with comprehensive STEM education and training, including both theoretical and practical components. We will also offer mentoring and coaching to help participants navigate the challenges they may face in pursuing STEM careers.

As a result of this training, we expect to see immediate outputs such as increased knowledge and skills in STEM fields, as well as greater confidence and self-efficacy among our participants. In the longer term, we expect these outputs to lead to outcomes such as increased participation of refugee and immigrant women in STEM fields, increased employment opportunities, and greater economic independence.

To measure our progress toward these outcomes, we will track several indicators, including the number of participants who complete the program, the number who go on to pursue STEM education or careers, and the number who obtain employment in STEM fields. We will also track changes in participants' knowledge, skills, and confidence in STEM, as well as their self-reported measures of well-being and social mobility. Finally, we will conduct ongoing evaluations of our program to identify areas for improvement and ensure that we are achieving our desired impact.

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Our program consists of a dedicated team of professionals and volunteers committed to providing quality education to refugee youth. The team includes six AmeriCorps members who serve as tutors, a full-time Program Coordinator who oversees the day-to-day operations of the program, and two part-time temporary teachers who assist with teaching and curriculum development. Together, they work tirelessly to ensure that our students receive the support and guidance they need to succeed academically and beyond.

In 2021, the International Council for Refugees and Immigrants (ICRI) in Omaha began a program to support at-risk refugee and immigrant youth, serving over 200 individuals in its first year. Notably, ICRI provided critical resources and services to 86% of youth who lived in poverty, highlighting the organization's commitment to supporting underprivileged communities. ICRI's ability to serve a diverse range of communities, including Burmese, Afghan, Thai, Nepalese, Somali, Syrian, Sudanese, Palauan, Togolese, Mexican, South Sudanese, Zambian, Brazilian, Vietnamese, Chilean, and Tanzanian, speaks to the organization's cultural sensitivity and inclusivity. 

The International Council for Refugees and Immigrants' approach of hiring from refugee communities is a great step towards diversity, equity, and inclusivity. By doing so, the organization can ensure that the perspectives, experiences, and needs of refugees are represented in their work.

  For the International Council for Refugees and Immigrants (ICRI), their primary focus is on exposing refugee and immigrant female youth to STEM programs such as robotics to build their confidence. This is a service that they provide to their beneficiaries to support their personal growth and development. The value of this service lies in its ability to empower young women from marginalized communities to pursue careers in STEM fields and break down barriers to their success.

To provide these services, ICRI relies on various funding sources, such as grants, donations, or partnerships with other organizations. These revenue streams are crucial for supporting the organization's operations, including staffing, materials, and equipment needed to deliver their programs. In addition to their primary focus on STEM programming, ICRI may also offer other support services such as mentoring, career development, or language assistance to help their beneficiaries achieve their goals.

In terms of their key customers, ICRI's focus is on serving refugee and immigrant female youth. They likely partner with schools, community organizations, and other stakeholders to identify and reach their target audience. Their beneficiaries are individuals who are seeking to build their confidence, skills, and knowledge to overcome the challenges they face and succeed in their academic and professional pursuits.

Overall, ICRI's business model is focused on providing value to their beneficiaries through their STEM programming and other support services. Their revenue streams are likely a mix of public and private funding sources that support their operations and enable them to continue delivering their impact. As a nonprofit organization, ICRI's primary focus is on social impact rather than profits, and their business model reflects this mission-driven approach.

Sustainability and diversification of resources is a long-term strategic goal of ICRI. For instance, the agency is planning to train at least two to three staff members to become certified Department of Justice Accredited Representatives. Once staff gain the required certification, the ICRI will be able to utilize a sliding scale fee agreement for immigrant’s services. Training case managers to become certified peer support specialists will allow the agency to bill Medicaid for reimbursement. The ICRIs has also established robust translation and interpretation services to generate additional revenues by providing interpretation to local businesses. Similarly, the ICRI envisions providing services to refugees and immigrants who are not eligible for grant program services under ORR guidelines to pay subsidized fees for ICRI guidance, coaching, and technical support.

ICRI is currently funded by United Way of the Midlands, Omaha Community Foundation, Nebraska Crime Commission, Mentor Nebraska, Nebraska Serve (AmeriCorps), DHHS-ORR, DHHS-State of Nebraska, Douglas County Juvenile Justice, and a variety of private foundations. ICRI also partners with America’s SBDC-Nebraska, Heartland Workforce Solutions, Metro Community College, Refugee Empowerment Center, Lutheran Family Services, Greater Omaha Chamber, Iowa Western Community College, AIM Institute, Nebraska Enterprise Fund, Small Business Administration, the State Refugee Coordinator Office, the Omaha Mayor’s Office. ICRI will continue to leverage these relationships to fill any gaps in services.

The entire program – is centered on increasing equitable access to community resources and economic opportunities and services. The program will redouble efforts around equitable access to capital, increasing economic justice and equity, reducing racial and economic disparities, countering xenophobic and racist rhetoric around refugee and immigrants in accessing resources to establish and expand their businesses.  At the end of the five-year project, ICRI will have established strong connections and an increased capacity to provide microenterprise development services by collaborating with local banks, individuals’ donors and local philanthropic foundations that are interested in economic equality.

One of the ways ICRI has been successful in achieving financial sustainability is through fee-for-service offerings, which include services such as immigration assistance, STEM programs, and microenterprise development. By offering these services for a fee, ICRI is able to generate revenue to sustain its operations and further its mission. For example, ICRI provides immigration assistance to individuals seeking asylum or other forms of legal residency in the United States. By charging a fee for this service, ICRI is able to cover the costs of staff time and resources while also providing a valuable service to its clients. Additionally, ICRI offers STEM programs and microenterprise development services for a fee, which helps to cover the costs of program materials and staff time while also supporting the organization's broader mission of empowering refugee and immigrant communities. By diversifying its revenue streams and offering fee-for-service options, ICRI is better positioned to achieve financial sustainability over the long term.