by Yvonne Francisco
(Article originally published in Spanish by Lowell Corazon Latino newspaper)

The CHICAS program (Curious, Hardworking, Innovators, Committed to Advanced in STEM), led by the enthusiastic teacher Amila Colon, is a pioneering initiative aimed at closing the gender and racial gap in the fields of science, technology, engineering, and mathematics (STEM) for Latina girls.

In a world where opportunities in these disciplines remain limited for women from minority backgrounds, CHICAS serves as an empowering platform, providing young girls with the tools, knowledge, and confidence needed to excel in fields traditionally dominated by men.

This program not only fosters an interest in STEM but also inspires participants to become leaders and role models within their communities. With the dedication of Professor Colon and an inclusive approach, CHICAS is transforming the educational and scientific landscape for Latina girls.

Amila Colon, a math resource coach and leader of the STEM program for Latina girls, shared her experience and the importance of this educational initiative. She explained that it has been made possible thanks to the sponsorship of the Fortaleza organization, which provided a small grant to offer a unique opportunity to Latina girls in grades 5 and 6 during its first eight-week edition.

CHICAS stands for Curious, Hardworking, Innovators, and Committed to Advanced in STEM (Science, Technology, Engineering, and Mathematics). “We looked at the data and noticed that Latino students, especially girls, have the lowest performance in math on the MCAS tests. We wanted not only to close the performance gap but also the opportunity gap,” explained Ms. Colon.

The program’s approach is hands-on and designed to strengthen math and science skills while fostering confidence in the girls. Every Saturday, participants attend 90-minute math sessions and 90-minute science sessions, with activities that make learning fun and relevant.

She explained that students explore concepts such as gravity and tension through hands-on activities like throwing balls and moving objects with ropes. In math, they apply models and strategies to solve real-world problems, encouraging dynamic and participatory learning.

The program has significantly boosted the students’ confidence and self-esteem in school. The girls feel more comfortable asking for help, collaborating with each other, and facing academic challenges without fear of making mistakes. This personal growth complements academic goals, such as improving math and science scores.

An Inclusive and Diverse Space

Although the program is focused on Latina girls, Colon emphasized her commitment to inclusion: “We have 22 participants, and while almost all are Latina, we also have one Asian student who joined because her friends invited her. That is inclusion. Everyone is welcome.”

Additionally, the program has integrated students with different needs: “We have girls with IEPs (Individualized Education Plans), 504s, and students with limited English proficiency (ELS).”

Colon emphasized that the program not only improves academic performance but also strengthens the cultural identity of the participants: “We want our students to feel authentic. We allow them to interact with content in their native language while developing their English skills.”

Dreams of Expansion

The program currently has limited resources, but Amila Colon hopes that new sponsors will join to expand this initiative: “My dream is for us to grow and open this program to all the girls in the school. Seeing the joy of the girls, parents, and staff every Saturday motivates me to keep going.”

Commitment and Funding

Jaime Moody, the school principal, emphasized the importance of the program led by teacher Colon and its positive impact on the school community. She highlighted several key points about the benefits and long-term vision of the program but also noted that more financial resources are needed to ensure its sustainability. Moody is determined to allocate school funds to support its continuation in future rounds. Moody, the only woman of color in Lowell, also called for additional sponsors to ensure the program’s long-term success.

She also mentioned that the program’s goal involves families, which is why they organized a math night in Spanish for parents to help families better understand concepts and support their children at home. This inspired the idea of a potential “Family Math Institute” to offer regular classes for parents.

Achievements Under Her Leadership

The principal is proud of the achievements made in recent years thanks to teamwork and notes that since she assumed leadership at Butler, there has been a steady increase in key areas such as attendance and academic achievement. She also mentioned that accountability data continues to improve, which she attributes to how the school team engages with students and parents, working together to meet their needs. “So, when we talk about inclusion, we need to do more than just create space…” she concluded.

In an interview with LCL, Moody highlighted the admirable work of Amila Colon teacher, who, in addition to leading the CHICAS program, dedicates her time to teaching math in Spanish to Spanish-speaking parents, an effort she praised for its impact on the community.

Kelsie Butler, Math Teacher

Meanwhile, teacher Kelsie, also part of CHICAS, emphasized that the most notable impact of the program has been the growth in the girls’ confidence. “They grow, their confidence grows, which increases their participation in the classroom, which is incredible,” she noted. This change is not only reflected in academics but also socially. Now, the students are more willing to express their ideas and actively participate in the general math class, something that, according to the teacher, was a challenge before the program.

Many of the girls arrived at the program with reservations and a lack of self-confidence. “They didn’t see the value in their voice and opinion,” she explained. However, the program has allowed them to come out of their shells and understand that they also have an important role in the future of science, technology, engineering, and mathematics. “They will be our mathematicians and scientists in the world,” she said enthusiastically.

Although the main goal of the program is to strengthen students’ fundamental science and math skills so they can reach their academic goals and transform the way the girls see themselves and their potential in the academic and professional world, it also focuses on the importance of social growth: “I want them to increase their math skills, but also their confidence in the social environment,” said teacher Kelsie.

The Science Enthusiast

Paul Pacheco, a science teacher, stands out for his particular and innovative approach to teaching within the STEM program. His unique method not only inspires the students but also motivates them to explore science from new and enriching perspectives, creating a positive impact on their learning.

Teacher Pacheco, who is in his second year of teaching at Butler, expressed that his main goal is to connect science with the students’ everyday lives. “Every week we explore a different area of science. For example, this week we combined science and art, studying how light reflects and transmits through objects, something they can observe in stained glass windows or art galleries,” he explained.

Additionally, hands-on projects, such as designing a device inspired by asteroid collection to clean space debris, allow students to apply scientific principles and develop teamwork skills.

For Pacheco, one of the program’s most important achievements is awakening the students’ curiosity. “I believe it sparks their interest in asking questions about the world around them and finding answers for themselves,” he said. He also highlighted that this program allows them to see themselves reflected in a field where Latinos, especially women, are underrepresented.

The teacher shared that his own experience as the first member of his family to graduate from college motivates him to give back to his community. “I want to inspire the next generation to believe that it is possible to succeed in fields where they don’t always see representation,” he said excitedly.

Pacheco emphasized that the program is helping students gain confidence and develop social skills they can transfer to other academic environments. “It’s rewarding to see how this space gives them the opportunity to work together, express themselves, and grow,” he concluded.

Experience in the STEM Program

“Hi. I’ve been in the program since it started. At first, I didn’t know much about math, but now I feel like I’m improving a lot,” shared the girl excitedly as she talked about her experience in the STEM program.

La chica admits that before joining the program, math seemed difficult and frustrating. “My friend and I love this program because it helps us understand things we couldn’t before. Now I can do more exercises and learn new things. I feel like I’m growing,” she explained.

Although the girl admits that she doesn’t have many friends in the class, she highlights that the program has allowed her to interact more with her classmates. “We talk more to each other and work in teams to solve problems. I like that because I didn’t do that as much before.”

Shared Experience

Talking with other participants: “I was in the newspaper when I was a kid, I’m kind of famous,” joked one of the girls, causing laughter among her peers. Between jokes and laughter, the girls shared how the program has impacted their lives. When asked what she thought about the program, she responded, “It feels good, I like it,” enthusiastically. Meanwhile, another girl added: “Because they teach you things and you can do fun things. Plus, here you can also build your confidence.”

They all agreed that the program is not only educational but also fun, a very enjoyable place where you can talk to others, make new friends, and feel more confident in yourself.

“I feel more confident because I can talk to people, show things, and tell them more about myself,” said one of the CHICAS girls. Meanwhile, another added, “I’m also better at math now, especially with fractions. They didn’t go well for me before.”

(We reserve the names of the girls for privacy reasons)

A Change in Confidence and Learning

We spoke with Darlyn de la Rosa, the mother of one of the girls, who shared how the STEM program has transformed her 12-year-old daughter’s life, who has been part of this initiative since its inception.

“For me, this program is a great help,” she expressed. Her daughter, naturally shy and reserved, has gained self-confidence since she started participating. “She was very withdrawn, but now she feels more comfortable talking to friends, asking for help, and understanding the school curriculum.”

The mother highlighted that her daughter has developed a special interest in math: “Yesterday we were shopping, and she calculated 1% of a price with no problem. Now she uses what she learns in school in her daily life.”

The Challenge of Supporting Children

Like many parents, Darlyn de la Rosa faced difficulties helping her daughter with homework due to changes in teaching methods. “Sometimes I look at her homework and say, ‘How do they do this now?’ But the program has been an incredible support. I can send a message to the teachers, and they are always willing to guide me.”

The mother also emphasized the family math sessions, which have not only benefited her daughter but have also helped her better understand the curriculum: “I left that math night thinking, ‘Now I really understand how to help her with her homework.’ It was such a relief.”

For this mother, the program is not just an educational tool but a bridge connecting students and their families with the resources they need for academic and personal success. Her experience is a testament to the positive impact these programs can have on the community.

A Diverse Community at Butler Middle School

The enrollment data by ethnicity at Butler School reflects a diverse population, with Latino students leading at 212, followed by Asian students at 155. In smaller numbers, there are 95 White students, 33 African American students, 18 multiracial students, and one Native American student. This highlights the multicultural nature of the institution and the significant representation of the Latino community.