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The PSU Transportation Summer Camp was held in August 2025 https://trec.pdx.edu/summer-high-school-camp
Hosted at Portland State University since 2016, our week-long summer camp is free and open to any Oregon student entering the 9–12 grade. It offers an immersive introduction to transportation careers and the workings of transportation systems in Portland. Students will hear from guest speakers, develop data collection and STEM skills, and go on daily field trips.

Note: SP coalition member H. Heinzer (Daimler) sent his kiddos here, they had tours of Tri-met, tunnels, and others. Sounded very good.

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Here’s another great local (at Valley Catholic) STEAM story: “Beaverton middle schoolers build prosthetic for paralyzed dog”

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Coalition member Carrie Buo shared today her program called AKA science. https://www.akascience.org/
I understand they make science/engineering learning kits for the afterschool K-8 programs at our title 1 schools.
Partially funded by Portland Children’s Levy and reaching the audience we intend to.
This would be a great partnership.

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I’m participating in an engaging conversation in NextDoor with and about seniors struggling to access technology.
Doctors requiring usage of messaging and scheduling apps to communicate:

• phones which are constantly changing and operate differently between the types,
• dexterity and visual problems which make them even more difficult to interact with,
• hardware/connectivity/wifi challenges

Libraries sometimes offer drop-in tech help sessions. I wonder if we could use the STEAM Pathways center to benefit the folks needing help and also encourage our youth to come and volunteer to help these folks. The youth can show off their tech skills while practicing making human connections. Everyone wins.

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1. Neurodiversity in school & STEAM Careers
Neurodiverse individuals (i.e. ASD, ADHD, Dyslexia, Dyspraxia, Dyscalculia, Tourette) typically have unique strengths that make them excellent candidates for STEAM fields, such as pattern recognition, deep focus, and analytical thinking. However, they face barriers like:
– Schools are ill-equipped to support such students
– Society may be less accepting of such individuals
– Traditional hiring processes that emphasize social skills over technical ability.
– Workplace accommodations not being widely understood or implemented.
– Limited career guidance tailored to neurodiverse individuals.

2. Financial Barriers to Higher Education
Many students struggle to afford higher education, especially in STEAM fields, where tuition and materials can be expensive. Some key financial obstacles include:
– Lack of scholarships or grants specifically for STEAM students.
– High costs of tuition and living expenses, making it difficult for low-income students to persist in their studies.
– Limited access to financial aid programs that support economically disadvantaged students.

3. First-Generation College Students
Students who are the first in their families to pursue higher education often face additional challenges, such as:
– Lack of mentorship or guidance from family members who haven’t navigated college before.
– Lower confidence in academic abilities, leading to higher dropout rates.
– Limited exposure to STEAM careers, making it harder to see themselves in these fields.

4. Community & Environmental Barriers
Students from underprivileged communities may struggle to access STEAM opportunities due to:
– Few role models or mentors in STEAM careers.
– Limited access to STEAM education in schools with fewer resources.
– Economic instability, making career planning difficult.

5. Gender & Diversity Gaps
– Women and underrepresented minorities (URM) often face bias and underrepresentation in STEAM fields.
– Stereotypes about who “belongs” in STEAM can discourage talented individuals.
– Lack of mentorship and role models can make it harder to navigate careers successfully.

6. Rural & Underserved Communities
– Limited access to STEAM education—fewer advanced science and math courses in rural schools.
– Lack of internet and technology—some students don’t have regular access to computers or reliable internet.
– Fewer networking opportunities—harder to find internships or mentors in STEAM careers.

7. Disabilities & Accessibility Challenges
– Some STEAM fields aren’t always designed with accessibility in mind (e.g., lab equipment might not be disability-friendly).
– Limited accommodations in higher education and the workplace.
– Social barriers—sometimes overlooked or underestimated despite strong abilities.

8. Lack of Awareness & Early Exposure
– Some students never even consider STEAM careers because they aren’t introduced to them early enough.
– STEAM subjects can seem intimidating, leading students to believe they’re “not good at math or science.”
– Misconceptions about STEAM jobs—many don’t realize the creative and interdisciplinary nature of these careers.

9. Imposter Syndrome & Self-Doubt
– Some students or professionals, especially those from underrepresented backgrounds, struggle with feeling like they don’t belong in STEAM fields.
– High expectations and competitive environments can make people doubt their abilities.
– Lack of representation—when students don’t see people like them succeeding in STEAM, it’s harder to believe they can.

10. Systemic Educational Inequities
– Some schools don’t offer AP math and science courses, leaving students unprepared for STEAM majors.
– Underfunded schools may not have adequate STEAM labs, equipment, or technology.
– Unequal access to extracurriculars like robotics teams or coding clubs.

11. Language & Cultural Barriers
– Non-native English speakers may struggle in STEAM courses that rely on technical terminology.
– Certain communities may value different career paths, making STEAM seem less accessible or practical.
– Bias in standardized testing can prevent talented students from advancing into STEAM fields.

12. Limited Exposure to Hands-On Learning
– Many students don’t get early exposure to real-world STEAM applications, making subjects feel abstract.
– Internships and research opportunities may be harder to access for underprivileged students.
– STEAM can feel intimidating if students don’t see exciting, interactive applications.

Each of these barriers is real, but there are also solutions—from mentorship programs to financial aid initiatives and inclusive hiring practices. There are so many different factors at play, but the good news is that awareness of these barriers is the first step toward removing them.

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Agree completely @David that folks with an autism diagnosis can not only perform well, but can EXCEL in the right environments.
There are barriers for them though to even find these paths, before they get to that right environment.
Parents, themselves (self-doubt), therapists, teachers, recruiters, managers, peers, etc. Can we help establish some talking/discussion points to help these people see past the negative and to the opportunities and benefits. I shared some stories of kiddos in the Minecraft Nights events above, and I have past work colleagues that fit in this model.
– Awareness of a difference in this person’s ability/method of communicating,
– Data showing how some of these neurodivergent people can be superstars in STEAM areas – real world examples/names would help.
– give people tips for opening up the conversations, keep it flowing where we want it to go, what to avoid.

…. Can you please share some specific experiences in the education space @David? others?

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This is a great barrier. Thanks David!
The way you’ve described I think this person understands an end-goal: per-se Doctor, [Civil|Elec|Mech] Engineer, Architect, Physical Therapist
They aren’t aware of the requirements, or comprehending the effort/time required to get there.
Maybe this is their own goal, or maybe their parents/friends/colleagues are pushing them to this goal, but at least there’s an end goal.
Can we title this one “Doesn’t understand effort to reach goal” – Students who have a specific career goal in mind but don’t fully grasp the effort, time, and requirements needed to achieve it.

I’d like to distinguish the above from the person who isn’t even really sure of their target end goal(s), just that they may be inclined to reach for something “STEAM-y”.
Perhaps they were into computer gaming, so want to do “maybe someting computer related”. Or they liked biology/chemistry in HS and want to help people so “maybe something medical related”. Or even so general that they say “I want to make enough money to live comfortable middle/upper class and I don’t like law or business”.
These folks need more help identifying their true passions, skills, and what career options (and compare/contrast salaries) are in these spaces before they even see the specific goals.
Can we title this one “Need help finding target career” – Students who have a general interest in STEM/STEAM but haven’t yet identified a specific career path.

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Sharing this related site: https://blackmalesinengineering.org/
in particular these execellent videos:

• Childhood Inspiration: Identifying Kids’ Curiosities in Math and Science
• For the Love of Play: Nurturing Kids’ Learning Through Play
• Breaking Through: Identifying Culturally Relevant Strategies to Maximize Students’ Brilliance
• Digging Deep: Navigating STEM Pathways in College

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Mental Health
During our years of hosting in-person Minecraft Nights, I can’t help but reflect on the several experiences, where parents would come up to us coaches at the end of the event and are just amazed at how well their children engaged in the program and in particular with other children. A number of parents shared that their child was on the autism spectrum and didn’t typically engage socially and had significant challenges in communicating. But in this program the kids came to the table with a skill (they were Minecraft experts) and they had the opportunity to show other kids their skills, solving a goal the team had taken. Some were masters of intricate builds (artistic, math/geometry-coordinates), while others excelled at designing complex redstone contraptions (Minecraft’s version of electrical circuits that control in-game mechanics),

To summarize, even if mental health challenges may inhibit communications, providing an environment where those people can showcase their special skills can be an opening for them to open up and communicate.
We can see this also in our jobs, where we have people (i.e. engineers) who tend to not want to open up, but helping them find a way to share a special skill with others, even just one person, can really open up communication and build trust.

first-generation STEM student/professional
As a first-generation STEM student, they are navigating uncharted territory, considering a field that offers new opportunities beyond the jobs their family has traditionally held. In this situation, they probably did not have had much push from family members to pursue this path.

We can help break down these barriers, by helping them find fun in STEAM (games, Legos, artwork) or helping them start to understaning math/science principals behind things that they already love or see in their day to day. i.e.

• football flying,airplanes->physics;
• computer games->programming & hardware;
• natural disasters->civil engineering,etc

Incorporate play-based learning and tech engagement in teaching lessons
Another way to break down this barrier, attempt to identify famous STEAM people who they might know from their background

• This reply was modified 8 months ago by ebmace@gmail.com.

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Expo Postcard

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At Intel I’ve participated in a few different programs where we would sign up to mentor folks in or outside of Intel.
One such program was facilitated by MentorNET and volunteers were recruited and we submitted a survey of interests, skills, whatnot. Then we were paired up with with Portland Comm College students in various STEM-related degree programs who were interested in learning about our career paths. This was a well structured program and simple for both mentor/mentees. We were expected to mentor for 4 months, but were encouraged to continue as long as both parties were finding value.

Some helpful materials shared that I had retained from this program:
8 Questions the Best Mentors Ask
3 Essential Elements of Mentoring Success
How to Nurture Successful Mentor/Mentee Relationships

• This reply was modified 1 year ago by ebmace@gmail.com.

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@kpintarich testing tagging notification. appreciate reply if you got a email notification on this.

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I have enabled the SSL as of 9/16/24

• This reply was modified 1 year, 1 month ago by ebmace@gmail.com.

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Yes David it will allow you to “subscribe” to individual topics or the entire website. You must be logged in below, and then if you click the “subscribe” link in the upper right of a topic or the root, it will send you emails on posts to those topics/all

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does it work with tagging in a new conversation @jennaf

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