Khan also completed an internship at EvalCorp, an applied research and consulting firm, where she analyzed programmatic outcome data and designed reports on key findings for initiatives and decision-making of nonprofit organizations and government agencies. Khan received her Ph.D. in Education in with a specialization in Human Development in Context (HDIC). Distinguished Professor Jacquelynne Eccles served as her advisor.
Just as family participation in early reading skills and exposure to books at a young age positively impacts the development of reading skills, early exposure to STEM concepts and activities for children through family STEM programs can be an important contributor to children’s successful STEM learning outcomes (Haden et al. 2016). This is especially important because proficiency in some STEM skills, such as mathematics, predicts lifelong achievement (Hadani et al. 2018; Watts et al. 2018). Early mathematics knowledge gap is most pronounced in children living in low-income neighborhoods, which are faced with low-quality formal school instruction, lack of parental education, and limited access to educational resources (Gandara and Contreras 2009; Lee and Bowen 2006; Rivas and Olmsted 2013; Suarez-Orozco 2013). Effective and high-quality STEM family engagement should allow families to draw connections between their personal histories and everyday experiences. To do this, families should be included in the co-design process to have a voice and develop an identity as doers of STEM. PBS SoCal, Southern California’s local public broadcasting station, started the Compton Family Math program, which was designed to support mathematics learning at home and was informed by families’ needs and desires.
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