Engineering Classes In Roanoke City Public Schools

In most American high schools, engineering classes are almost exclusively reserved for students with exceptional grades and the financial means to attend classes. The schools do not recognize the potential of students with low GPAs. However, engineering classes need to be available for all students regardless of their grades or income. Dr. Rita Bishop, superintendent for Roanoke City Public Schools, should implement easily accessible engineering classes into the high school curriculum because students will gain exposure to alternative career options, improve critical thinking skills, and increase minority representation in the workplace. The need for restriction free engineering courses outweighs the cost of providing them since students

Bishop should integrate engineering classes because students gain improved critical thinking skills, which prepares them for the workforce. Since many engineering projects focus on group learning, students will learn how to work alongside others with differing beliefs, learning styles, personalities, and morals. The problems faced in engineering require a creative mind and the ability to think critically about the design requirements. Furthermore, students who can solve engineering problems will be better equipped to solve everyday problems faced in their personal lives. Lynch, et al, state that STEM focused school equip students with the skills needed for the modern workforce (15). By making engineering classes accessible to all students, students will learn the technological skills necessary to be competitive in the job market. Natalie Stipanovic and Hongyrun Woo, contributors to Career Development Quarterly, say, “... we have found that the students in our sample, who attended schools in higher poverty regions, experienced limitations with course offering in their major, were placed on wait lists because of a lack of space in desired courses, and lacked the opportunity to take advanced courses at the community college level a result of funding” (202-3). By allowing all students to participate in engineering courses, they will have access to sought after courses and will learn desirable skills. When students take engineering courses, the critical thinking skills

Bishop should allow for engineering classes because minorities, by providing them with the training to pursue advanced degrees and heighten their chances for success, will become better represented in the workforce. Minorities often fail in courses; they are at a natural disadvantage because of the negative influences from the culture around them. According to a study of African American STEM students by Lynch and her colleagues, they found that a “… theme [amongst the students] was that of ‘family’ with the school perceived as ‘our house’” (16). Through the addition of engineering course to the Roanoke City High School curriculum, students who have dysfunctional homes will gain a community where they are encouraged to succeed in their academic pursuits. Also, implementing engineer courses into the curriculum provides minorities located in low-income areas the opportunity to attend advanced classes. Stipanovic and Woo state that students who are ethnic minorities and located in high-poverty areas are significantly disadvantaged compared to their peers in STEM courses (193). Through the addition of engineering classes, low-income minorities can advance through the academic realm and pursue highly sought-after degrees. By Dr. Bishop allowing for engineering classes in Roanoke City Public Schools, minorities within the Roanoke City will have the knowledge and confidence to pursue advanced degrees and produce better minority representation in the