Objectives: To have thought about and contributed ideas to a local plan that will support in encouraging more BAME young people to be engaged in STEM To better understand local issues and landscape around BAME STEM engagement and what some organisations are doing to tackle it To network with teachers, STEM Ambassadors and other local STEM organisations 1

House keeping and agenda 4:00 – 4:15 – Arrival and buffet 4:15 – 4:30 – Introduction to the STEM team and event Keynote speakers 4:30 – 4:40 – Annette Valentine – Employer Support Manager Tomorrows Engineers 4:40 – 4:50 – Shagufta Sharif - WISE 4:50 – 5:00– Janet Smith Harrison – Bradford University 5:00 – 6:00 – Teacher and STEM Ambassador networking – answering the big questions 2

Who are we and what do we aim to do In West Yorkshire 49% female 23% BAME 65% under 35 3

Science capital video – click image to start 4

What influences your views and opinions and attitudes towards of science has been considered through the research to have come from 8 different dimensions 8

What influences our science capital? Science related attitudes and values Knowledge about the transferability of science Science literacy Knowing people in a science related job/ role Talking to others about science Family science skills, knowledge and qualifications Consumption of science-related media Participation in out of school learning activities These 8 core dimensions these are the things that have been identified to influence/affect/ make up a science a person’s science capital/engagement with science. It consolidates and builds on a lot of wider knowledge and research around science engagement. There are lots of opportunities/ considerations within each one. All are common sense – have not been considered all together. 9

Some people are able to access these dimensions/ science engagement opportunities much more easily than others. A lot of science engagement experiences only reach people with high science capital – they are meaningful for them Those with high capital engage with science wherever they experience it - may not even need a stool. They make sense of it easily. People with lower capital who see science as being abstract and theoretical and with no connection to their lives. They just need a bit more support to help them to make those personal connections Experiences which reach more socially advantaged people leads to social injustice We want to ensure that we are providing experiences that everyone can access, that are equitable - that do not exclude anyone We can’t easily find out which people need extra help – so we need to make sure it is there so that people don’t feel excluded This does not mean removing STEM content from our experiences, or even adding loads more in (this is not what science capital is about) We need creating opportunities (throughout our museums) that everyone can connect with and relate (remembering that all visitors are not always just like us) 10

Pathways in informal science learning 11