The focus of this study was to ascertain the best prac-tices and policies for school leaders in recruiting, sup-porting, and retaining underrepresented students in Sci-ence, Technology, Engineering and Mathematic (STEM) courses while encouraging STEM related career fields. This report synthesizes empirical research at two com-prehensive high schools in Northern California funded through a CSU Doctoral Research Fellowship. The policy implications from this study are central to promoting access and inclusion in STEM education and future career pathways. Schools need to market and advertise their STEM programs and begin recruiting within their school, particularly at the middle school level. It was clear from this research that the initial “curiosity” that is promoted by the STEM curriculum needs to be fostered so that stu-dents continue to be interested in STEM once they get to high school.
