CodeKiran: Building a Brighter Future
In California, 1/3 of elementary teachers in high-poverty schools say facilities are a challenge to science instruction, compared with 13 percent of teachers in low-poverty schools. And, principals in more affluent schools are twice as likely to say they have launched science initiatives in their schools.
In the Oakland Unified School District, a low-funded district in California, the gender gap in STEM is multifaceted, with factors such as socioeconomic barriers, limited access to resources, and gender stereotypes significantly impacting the educational opportunities and career prospects of girls in these communities. According to local statistics, only a small percentage of students in these schools pursue STEM fields, and there is a noticeable gender gap, with girls being underrepresented. This gender disparity limits the opportunities and potential of girls in Oakland and perpetuates the cycle of inequality in STEM-related professions.
Factors Contributing to the Problem:
Socioeconomic Barriers: Low-income schools often lack funding and resources necessary to offer robust STEM programs. This limits access to quality education, mentors, extracurricular activities, and advanced technology, particularly for girls who may face additional financial constraints.
Gender Stereotypes and Bias: Deep-rooted societal stereotypes perpetuate the notion that STEM fields are more suitable for boys, discouraging girls from pursuing STEM education. Biases in teaching practices, lack of role models, and limited exposure to successful women in STEM further compound the problem.
Lack of Supportive Learning Environment: Inadequate support systems within schools, including gender-insensitive curricula, insufficient teacher training, and a lack of inclusive programs, contribute to girls' disengagement and lower confidence in STEM subjects.
Less access to resources along with low confidence levels of pursuing STEM for young girls perpetuates generational barriers to STEM education, highlighting the urgency to address this issue.
Our solution, CodeKiran, aims to bridge the accessibility and gender gap in STEM through providing a launch-able Computer Science program in low-income schools like those in the Oakland Unified School District. This solution focuses on equipping schools with easy-to-understand Computer Science curriculum, providing students with laptops and Wi-Fi connectivity, thereby enabling them to learn essential computer skills and explore the world of coding.
It consists of three key components:
Curriculum: We have already developed a carefully curated and accessible computer science curriculum, specifically designed for students in low-income schools based on our international project in Pakistan. The curriculum introduces fundamental concepts of coding, problem-solving, computational thinking, and digital literacy, while gradually progressing to more advanced topics as students develop their skills. We aim to publish this curriculum in the form of a textbook to make it further accessible.
Laptops: We aim to provide students with their own laptops, ensuring that they have the necessary tools to learn and practice computer science skills. These laptops are preloaded with educational software, coding platforms, and other resources to facilitate a seamless learning experience.
Wi-Fi Connectivity: To overcome the connectivity challenges often faced by low-income communities, we aim to facilitate access to reliable and high-speed Wi-Fi for participating schools. This ensures that students can fully engage in online learning, access educational resources, and collaborate with peers and educators. Donations for both laptops and wi-fi will be raised through our 501c3.
Steps on Accomplishing Our Solution:
Identifying Partner Schools: We aim to collaborate with low-income schools in the Oakland Unified School District, working closely with educators, administrators, and relevant stakeholders to identify the schools that will benefit most from the program.
Deploying Laptops and Wi-Fi: We will be providing laptops to students, ensuring each student has their own device for learning. Additionally, we set up and establish a reliable Wi-Fi connection within the school premises to enable seamless access to online resources.
Implementing the Curriculum: We aim to publish our already developed computer science curriculum into textbooks. We will train teachers on the computer science curriculum and provide ongoing support throughout the program. Teachers then incorporate the curriculum into their lessons, delivering engaging and interactive computer science education to students.
After-school mentorship: Once computer science is being implemented into classrooms, we aim to host after-school mentorship programs for young girls enhancing their understanding of STEM with additional lessons, and providing guest speakers to inspire them to pursue STEM careers.
Monitoring and Evaluation: We will regularly monitor the progress of students, specifically girls through our after-school mentorship program, and will assess their learning outcomes, providing feedback to both students and teachers. This helps us track the effectiveness of the program and make any necessary adjustments to improve the learning experience.
Our solution serves students in low-income schools by providing them with a comprehensive computer science program consisting of curriculum, laptops, and Wi-Fi connectivity.
Here's how our solution will impact their lives:
Knowledge: The carefully curated computer science curriculum will introduce students to fundamental coding concepts, problem-solving skills, computational thinking, and digital literacy. By offering accessible and engaging content, we aim to empower young women with the knowledge and skills necessary to navigate the digital world and succeed in the technology-driven society of today.
Interest: Through launching the computer science curriculum and equipping them with the knowledge, it gauges interest in the fields of STEM subjects, giving them the confidence to pursue such careers in the future. Additionally, they will gain familiarity with essential tools, programming languages, and applications, preparing them for future academic and professional pursuits in the field of technology.
Resources: Through the provision of resources such as laptops, students will have their own personal devices, enabling them to learn and practice computer science skills at their own pace.
Application: The girls will further be able to apply their knowledge after having access to a dedicated device, which ensures that girls can engage in hands-on coding activities, explore educational software, and access online resources, regardless of their economic background.
Network: Through our after-school mentorship program with guest speakers and additional activities, girls will be able to stay connected with like-minded individuals interested in STEM just like them!
Ultimately, our solution aims to empower students by providing them with the necessary tools and skills to become creators, innovators, and problem solvers in the digital world. Kiran, meaning beam of light, is what we aim to achieve for students by equipping them with laptops, curriculum, and wi-fi connectivity. Through this, we create opportunities for students to explore their interests, discover their potential in computer science, and pursue future careers in STEM fields, regardless of economic or gender background.
Our team is well-positioned to deliver this solution due to our expertise and experience in the following areas:
Curriculum Development: We have already developed a carefully curated and accessible computer science curriculum, specifically designed for students in low-income schools. This curriculum has been successfully implemented in our international project in Pakistan, demonstrating its effectiveness in enhancing computer science education. Our team has the knowledge and expertise to adapt and tailor the curriculum to meet the needs of students in low-income schools in the target community.
Effective Location: With half our team based in the Bay Area, we are local to communities such as Oakland, and are able to stay connected with schools in-person.
Fundraising and Nonprofit Experience: Our team has experience in nonprofit management and fundraising. As we are in the process of raising funds through our 501c3 nonprofit, this experience positions us well to raise the necessary donations to procure laptops and facilitate Wi-Fi connectivity for the participating schools.
By leveraging our curriculum development expertise, our location, and fundraising experience, our team is well-prepared to deliver the comprehensive solution of curriculum, laptops, and Wi-Fi connectivity. We are committed to making a positive impact in the lives of young girls in low-income schools, bridging the digital divide, and empowering them with the tools and skills necessary for success in the field of STEM.
- Support K-12 educators in effectively teaching and engaging girls in STEM in classroom or afterschool settings.
- Prototype: A venture or organization building and testing its product, service, or business model, but which is not yet serving anyone
We have already developed our Computer Science curriculum and have taught it to low-income schools in Pakistan. We aim to take this a step further by implementing it in low-income schools in the Oakland Unified School District.
As a student-led nonprofit that recently gained 501c3 status, it has been challenging to find guidance for our initiatives.
Here is how we believe this Challenge can support us:
Financial Barriers: With additional financial support, we can procure laptops, establish Wi-Fi connectivity, and publish the computer science curriculum in the form of a textbook. This financial assistance will enable us to reach more students in low-income schools and ensure their access to quality computer science education.
Technical Expertise: Provide a network of resource partners across industries and sectors. Leveraging this network, we can access technical expertise to address the technical challenges associated with setting up and maintaining the laptops and Wi-Fi connectivity. This support will ensure the smooth implementation and integration of Code Kiran to low-income schools
Legal Guidance: The legal aspects of implementing our solution, such as procurement processes, contracts, and compliance, may pose challenges. This Challenge can provide legal guidance and support to navigate this.
Market Expansion: This Challenge's support program includes learning and development modules aimed at refining our business model and plans for scaling. Through these modules, we can gain valuable insights into market expansion strategies, sustainability models, and scaling our impact. This guidance will enable us to reach more low-income schools beyond our initial target community and make a broader impact in bridging the gender gap in STEM education.
Ultimately, bridging the gender and accessibility gap in STEM is crucial for low-income schools in Oakland. By joining this community of like-minded entrepreneurs, STEM ResearcHER will be able to kickstart our goal in launching CodeKiran.
As a San Jose native, Sumayyah has seen the discrepancies in the field of STEM in public schools. Ever since going to an all-girls school in downtown San Jose, Sumayyah understands the importance of equipping girls with the necessary equipment to pursue STEM subjects. It is why she founded STEM ResearcHER, a 501c3 non-profit that aims to bridge the gender and age gap in STEM research through workshops, mentorships, and research programs. Having already taught girls STEM in low-income schools in Pakistan, Sumayyah aims to teach local communities the importance of STEM education through this project, CodeKiran.