Director of Equity and Inclusion at the Illinois Mathematics and Science Academy (IMSA).
Dr. Adrienne Coleman, a nationally recognized speaker/researcher, serves as the Director of Equity and Inclusion at the Illinois Mathematics and Science Academy (IMSA). In this role, she assesses potential barriers and develops strategies focused on recruiting and retaining a diverse workforce as well as underrepresented student population and designs training initiatives on cultural competency, gender differences, disability, sexual orientation, and other topics designed to increase awareness and support of equity and inclusion values, and maintaining compliance with applicable laws. She previously worked at Rutgers University as a Program Development Specialist, Research Assistant and Adjunct Faculty with the Bloustein School of Public Health as well as at Illinois State University as a Health Educator. She has served as an AmeriCorps member and has been part of the United States delegation team that assisted Moldova (Eastern Europe) in addressing issues of human trafficking and inadequate health education.
Dr. Coleman is the recipient of the NAACP 2016 Trailblazer in Education Award, the 2013 – 2016 Leon Lederman Scholar’s Award and the IMSA 2012 E = MC2 award. Her areas of interest include public health, social justice/diversity education, and higher/gifted education. She is a qualitative researcher who has examined the motivation of Black and Latino students to engage in the STEM education and careers. Her research has informed STEM programs throughout the nation. She hopes to contribute to the education and economic development of students from underrepresented populations by continuing her research on the motivation of culturally and linguistically diverse students engaged in STEM, ultimately strengthening and diversifying the STEM education to career pipeline.
According to the literature, there are racial/ethnic inequities that exist in STEM education and careers. Much of the research has examined “how and why certain groups have more or less access, opportunity, and success in the educational trajectories leading to STEM occupations” (Riegle-Crumb & King, 2011). The 2015 U.S. News/Raytheon STEM Index indicates a slow […]