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The purpose of this thesis is to create a fundamental math curriculum resource that will be a part of and serve as a foundation for a larger STEM curriculum for math instructors of individuals pursuing entry-level positions in manufacturing. As the field of manufacturing becomes more computer focused, there is a “digital divide,” with many current and potential employees being ill-equipped in basic STEM skills, of which math is foundational. This deficiency in math skills contributes to deep disparities in income and upward mobility as unemployment soars in communities of color and thousands of potential employees remain unemployed or under-employed, all while employers in the manufacturing industry are complaining they are not able to fill jobs with qualified candidates. Company productivity and profits are shrinking and the loss of potential income to individuals is significant. Indeed, this predicament is estimated to wreak a negative impact of trillions of dollars on the US economy. This thesis posits that key to beginning to reverse this negative trend and to move this country to a more competitive STEM workforce in manufacturing is training in fundamental and practical math skills specific to the industry. The curriculum resource is designed to support a workforce-ready population of men of color who are ideal candidates for STEM manufacturing jobs, but who are ill-equipped in foundational math skills. A community-based pedagogy and historical perspectives are emphasized to promote self-interests and motivation among Black and Brown men.

This mixed-methods study examines the influence of a professional-development intervention to support educators in the integration of engineering education at the elementary level. Particular consideration focused on the evolution of teachers' perceptions of engineering self-efficacy following engagement in professional development intended to support the introduction of engineering in selected grade-five classrooms.