Fluent Essays

will inbox you Kim. DETAIL INSTRUCTIONS!!!!! Part 1: Critical Analysis Researcher’s Role Discuss your role in the organization. Description of the Setting Discuss key factors of the organization. Organizational Background and History Compile your evidence and validate your claims. The Mission Statement Compile your evidence and validate your claims. The Vision Statement Compile your evidence and validate your claims. The Value Statement Compile your evidence and validate your claims. Organizational Reputation and Sustainability Compile your evidence and validate your claims. Relevant Terms Term or variable is defined. Provide the complete scientific definition and appropriate reference if necessary. Include as many terms or variables as needed. Identify Potential Gaps or Areas for Growth Compile your evidence and validate your claims. This is the introduction to your SWOT and ratings. Strengths, Weaknesses, Opportunities, Threats (SWOT) Compile your evidence and validate your claims. Strengths. Describe your 10 strengths. Weaknesses. Describe your 10 weaknesses. Opportunities. Describe your 10 opportunities. Threats. Describe your 10 threats. Internal Factor Evaluation (IFE) Compile your evidence and validate your claims for your eight internal factors (four strengths and four weaknesses) after you complete your rating. External Factor Evaluation (EFE) Compile your evidence and validate your claims for your eight external factors (four opportunities and four threats) after you complete your rating. Executive Summary TITLE. JANE DOE, 2021: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: education, STEM, women, underrepresented Table of Contents Page Part 1: Critical Analysis 1 Researcher’s Role 1 Description of the Setting 2 Organizational Background and History 3 The Mission Statement 4 The Vision Statement 5 The Value Statement 6 Organizational Reputation and Sustainability Part 1: Critical Analysis Researcher’s Role The organizations (Propel America, Inc. and Talent Forward) created a collaborative academic enrichment program geared to increasing female high school students’ interest and academic success in science, technology, engineering, and mathematics (STEM) fields. As a former high school mentor in the program, I am currently an unpaid consultant with PROPEL. As a consultant with PROPEL I help with the creation of curriculum and the creation of assessment tools used to determine the programs efficiency. There is an underrepresentation of women in STEM fields (Ong et al, 2011). Enrollment in science, technology, engineering, and mathematics courses at the high school level is predicated on interest and course offerings. While there are some fields in STEM that have substantial rates of women involved i.e., nursing or medicine (NSF, 2018), there are other STEM fields which have noticeably little female participants (Hill et al., 2010). As a currently unpaid consultant with PROPEL, I want to understand how exposure to STEM education at the high school level influences representation of Black and Latina women. I encountered studies concerning Black and Latina women in higher education who were majoring in STEM fields and the lack of studies at the high school level (Ong et al., 2011). These higher education studies are relevant to mention peripherally because they demonstrate how women in the STEM pipeline perform after high school—the state of young women in high school affects their movement into higher education. Hanson, (2004) posits that the opportunity for Black women in higher education to study STEM occurs in homogeneous, unwelcoming environments. Sexism and racism form a complex interplay that minority women in STEM fields are subject to (Ong et al., 2011). This intersectionality is a set of “unique challenges minority women [face] as they simultaneously experienced sexism and racism in their STEM careers” (Hanson, 2004, p. 175). Understanding access and exposure to STEM fields at the high school level is critical to understanding how the representation of Black and Latina women in the field will be affected. Description of the Setting People Reaching Out to Provide Education & Leadership (PROPEL) is a program which is committed to assisting underrepresented female high school students who are enrolled in Title I schools (Clark, 2018) pursue academic success in (STEM) fields. As reported by Alegre et al. (2018) when defining the key factors of an organization, it is imperative to seek after what the active members in the organization value. For example, in creating the key factors for PROPEL, the board members had to sit down to discuss what the organization will stand for and how it will best serve the community they are operating in (Propel America, 2021). Talent Forward is a foundation created by the Johnson and Johnson Foundation (Forward on Talent, 2021). Their key factors are relationship building and increasing academic achievement for women in STEM (Forward on Talent, 2021). The PROPEL program is located in a low-income and culturally diverse community in Central FL (Propel America, 2021). The program serves approximately 85 female high school students of color. Students must complete an application of eligibility that includes a personal statement declaring the applicants desire to pursue a career in STEM (Propel America, 2021). With the emphasis on academic achievement for young women of color in STEM fields, attending PROPEL has received several companies interested in collaborating for support (Propel America, 2021). PROPEL is a program that exemplifies the commitment to furthering women of color in STEM fields beyond high school (Forward on Talent, 2012; Propel America, 2021). Organizational Background and History PROPEL was founded in 2004 with a mission to support and impact the academic development of high school aged female students who attend Title I schools and interested in a STEM career (Propel, 2020, Propel America, 2021). This program provides after-school programming for high risk/low-income students throughout the school year (Propel, 2020; Propel America, 2021). In an effort to make the program more accessible, PROPEL provides transportation from the student’s school to the program site and then students are taken home (Propel, 2020). The staff at PROPEL are determined to encourage and build positive relationships with each student and their parent/guardian. This organization was established to build interest in STEM careers and academic advancement for underrepresented high school female students in majority urban communities (Propel America, 2021). On a mission to provide more opportunities for these students, this organization offers the chance to improve the lives of these underserved students. Many students that are involved in PROPEL have access to opportunities to go to college. (Propel America, 2021). One of the major attributes of the program is the mentorship and internship participates receive through their participation. This program saw a need to increase the representation of young women of color in STEM fields and decided to take action on how to improve these rates. As reported in the Social Solutions (2018), only 1 in 10 youth from low-income families go on to graduate from a four-year college or university. By the time they must choose careers, girls have less experience with STEM fields and perceive that they are lagging behind boys and without the proper intervention strategies, many women will never become STEM professionals (Hill et al, 2010; Ong et al. 2011). These resources provided by PROPEL grants the opportunity for exposure for young women of color to STEM fields, ideally resulting in increased matriculation rates of this group in higher education opting for STEM majors. PROPEL can change the perspective for many young women and will continue to do so as the program continues to grow. The Mission Statement A mission statement is a simplified statement describing why an organization exists and the organization's overall goal (Powers, 2012). An organization’s mission statement should define their purpose. According to Powers, any reader should take away from a mission statement what that company does, how they do it, and whom they do it for (2012). It allows anyone seeking information about the organization to get an idea on what services may be provided (Powers, 2012). From reading the mission statement of PROPEL (See Appendix A) it is understood their focus is on developing middle and high school aged students and how their organization can better serve them. A mission statement is a widely used strategic tool that emphasizes an organization’s uniqueness and identity (Powers, 2012). Overall, I believe the mission statement represents the participants of the program well. However, the mission statement represents the overarching organization, while the Talent Forward program focuses on high school women of color and STEM fields. PROPEL’s mission statement demonstrates a great example of a proper mission statement. It defines what the organization is actively seeking to do and specifies what community they are targeting. The Vision Statement A vision statement as defined is a statement used to describe the future of the organization (Corporate Finance Institute, 2018). When writing a vision statement, the organization must ask, “What do we want our organization to look like in the future?” In addition, the vision statement should include how the organization would like others to view it. Most organizations allow their vision statement to be inspired by their mission statement. Both statements are describing what the organization provides but the vision statement digs deeper into what the future of the company is providing (Kantabutra & Avery, 2010). Propel America’s vision statement (See Appendix B) is dedicated to supporting the academic and social-emotional needs of the most vulnerable in our community. By providing academic programming to adolescent females of color who are systematically underserved, PROPEL fosters self-sufficiency and supports the development of strategies for young women interested in STEM. Kantabutra & Avery (2010) posits a vision statement is expected to reflect an organization’s mission statement but demonstrate the expectations for the future of the organization. For example, the vision statement in place at PROPEL is well written; however, I do not recognize what the organization holds for the future. I would include the following to address what I see is lacking in the current vision statement, support academic and leadership development for Black female and Latina high school students as they navigate beyond secondary education. The organization is committed to providing the fundamental tools necessary to build each student up who are systematically underserved. These additions to the vision statement are intended to define the purpose of PROPEL which is to develop Black and Latina female STEM professionals of tomorrow and assist with the student's academic advancement as they seek to take these skills and knowledge past high school. The Value Statement To understand the heart of an organization, look at an organization’s value statement. A value statement displays the priorities of the organization. It is created for anyone to understand what the culture of the organization is and what is important in the organization. PROPEL’s value statement (See Appendix C) displays what is important for the organization. The organization finds it imperative to have a learning environment for each student and parent/guardian to feel comfortable attending (Propel America, 2021). The development that is created while attending the organization extends beyond middle and high school. The purpose of this organization is to assist in the academic development of students attending Title I schools, and as described in the value statement it is a priority for students to feel accomplished in their academics. Value statements are essential as it allows an organization to display what the organization is built on and what they represent (Desmidt et al., 2011; Marsick & Watkins, 2003). Organizational Reputation and Sustainability PROPEL, a program affiliated with Propel America, Inc., a non-profit organization that has partnered with Talent Forward which has committed to assisting underrepresented female high school students who are enrolled in Title I schools pursue academic success in STEM fields. PROPEL has received an initial grant to support the operation of the organization, but continued support from the grant has been interrupted due to the global pandemic. Several attendees have not been able to attend which has compromised its continued operation. Now that many schools are re-opening PROPEL can connect with new attendees by recruiting directly. Each day, student is transported by the organization from the child’s school to the program site and then in the evening are transported home, eliminating the burden of transportation cost for working parents and guardians (Propel, 2020; Propel America, 2021). According to testimonials, students enjoy attending PROPEL, they receive the academic help they need while connecting with their peers and building an extended family. PROPEL calls their students “propelians” (Propel, 2020). A “propelian” is a student who strives for success. “Propelians” uphold good character traits and act as leaders within their communities (Propel, 2020). The young women who attend the program want to increase their knowledge on STEM and enhance both their professional and academic options and opportunities (Propel America, 2021). These students want to exceed the norms by creating their own footprints and excelling beyond local expectations (Propel, 2020). This program demonstrates what it means to value education and mentorship. Staff at PROPEL motivate and inspire these young women of color to break barriers and strive for their highest achievement when it comes to STEM success (Propel America, 2021). The program encourages students to be the best version of themselves, but they provide these young women with the tools on how to do so. Students involved in the organization rave about how beneficial attending PROPEL has been for them. One Propelian stated, “Being a Propelian is showing you care about your future by preparing for it now. It is also stepping out your comfort zone and allowing others to help create your path” (Propel, 2020). One of the best ways to determine if an organization is providing for its community is by seeking out the experiences of those who have interacted with that organization. In this situation, the consumer are the students, the Propelians. The attendance of young women of color in the PROPEL program has afforded them academic support and encourage to pursue a STEM career (Propel America, 2021). This assistance at no cost to the parent/guardian of the student, allows for each young women the ability to freely engage and develop the skills needed to accomplish their academic goals and follow their aspirations for a career in science, technology, engineering, and mathematics. Relevant Terms Term or variable is defined. Provide the complete scientific definition and appropriate reference if necessary. Include as many terms or variables as needed. Identify Potential Gaps or Areas for Growth Compile your evidence and validate your claims. This is the introduction to your SWOT and ratings. Strengths, Weaknesses, Opportunities, Threats (SWOT) Compile your evidence and validate your claims. Strengths. Describe your 10 strengths. Weaknesses. Describe your 10 weaknesses. Opportunities. Describe your 10 opportunities. Threats. Describe your 10 threats. Internal Factor Evaluation (IFE) Compile your evidence and validate your claims for your eight internal factors (four strengths and four weaknesses) after you complete your rating. External Factor Evaluation (EFE) Compile your evidence and validate your claims for your eight external factors (four opportunities and four threats) after you complete your rating. References Alegre, I., Berbegal-Mirabent, J., Guerrero, A., & Mas-Machuca, M. (2018). The real mission of the mission statement: A systematic review of the literature. Journal of Management & Organization, 24(4), 456–473. https://doi.org/10.1017/jmo.2017.82. Aruma, E. O., & Hanachor, M. E. (2017). Abraham Maslow’s Hierarchy of Needs and Assessment of Needs in Community Development. EA Journals, 5(7), 15–27. Bain, C., Rice, M. (2014). The Influence of Gender on Attitudes, Perceptions, and Uses of Technology, Journal of Research on Technology in Education, 39(2), 119-132, DOI: 10.1080/15391523.2006.10782476 Clark, L. (2018, February 12). What Are Title 1 Schools? Student Debt Relief | Student Loan Forgiveness; Student Debt Relief | Student Loan Forgiveness. https://www.studentdebtrelief.us/student-loans/title-1-schools/. Corporate Finance Institute. (2018). Vision Statement - Definition and Example of Vision Statement. https://corporatefinanceinstitute.com/resources/knowledge/strategy/vision- statement/. Crocco, M., Cramer, J., Meier, E. (2008).”(Never) Mind the gap!: Gender equity in social studies research on technology in the twenty‐first century", Multicultural Education & Technology Journal, Vol. 2 Issue: 1, pp.19-36 Desmidt, S., Prinzie, A., & Decramer, A. (2011). Looking for the value of mission statements: A meta-analysis of 20 years of research. Management Decision, 49, 468-483. Forward on Talent (2021), https://www.ForwardonTalent.org/stories/johnsonjohnson/ Gorenak, M., & Ferjan, M. (2015). The influence of organizational values on competencies of managers. E+M Ekonomie a Management, 18(1), 67–83. https://doi.org/10.15240/tul/001/2015-1-006. Hanson, S.L. (2004). Integrating black consciousness and critical race feminism into family studies research. Journal of Family Issues, 28, 452–473. Hill, C., Corbett, C., St. Rose., A., & (2010). Why so few?: Women in science, technology, engineering, and mathematics. American Association of University Women. Washington, D.C: AAUW. Kantabutra, S. & Avery, G.C. (2010) The power of vision: statements that resonate. Journal of Business Strategy. 31(1):37–45. Marsick, V. J., & Watkins, K. E. (2003). Demonstrating the value of an organization’s learning culture: The dimensions of the Learning Organization Questionnaire. Advances in Developing Human Resources, 5(2), 132–151 Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Computing Whether She Belongs: Stereotypes Undermine Girls' Interest and Sense of Belonging in Computer Science. Journal of Educational Psychology, 108(3), 424-437. National Science Foundation (NSF) (2018), Women minorities, and persons with disabilities in science and engineering: 2017. Special Report NSF 17-310. Arlington, VA. Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172–209 Powers, E. L. (2012). Organizational mission statement guidelines revisited. International Journal of Management & Information Systems. 16, 281-290. Propel (2020). About Us. https://www.propelyourfuture.org/index.php/about/ Propel America (2021), https://www.propelamerica.org/ Rosser, S. V. (2005). Through the lenses of feminist theory. Frontiers: A Journal of Women Studies, 26(1), 1-23. Social Solutions. (2018). 23 At-Risk Youth Statistics That Prove the Value of Youth Development. Social Solutions. https://www.socialsolutions.com/blog/at- risk-youth-statistics/. Washburn, M. H. (2004). Is your classroom woman-friendly? College Teaching, 52(4), 156-158. Appendix A Mission Statement The mission statement for PROPEL is to support academic advancement, leadership development, and post-secondary planning for middle and high school aged students who attend Title I schools. Appendix B Vision Statement PROPEL is dedicated to supporting the academic and social-emotional needs of the most vulnerable in our community. Providing programming to adolescents who are systematically under served, PROPEL fosters self-sufficiency, and supports the development of strategies to overcome obstacles. Appendix C Value Statement PROPEL is committed to presenting new and innovative programming to students, preparing them for their future. PROPEL measures success when students graduate with the confidence and foundational knowledge and skills to take on new challenges and pursue their dreams; an understanding of their talents and strengths; a commitment to their own academic, emotional, and physical health and a passion to engage with their community. ix