May I live on in deeds that benefit others,
and offer the heritage of a good name.
Your donation is tax deductible
501(c)3 non-profit organization
Yellin-Rosemont Foundation
EIN# 86-2470351
In memory of:
STEM Education Access
The STEM Education Access fund seeks partnerships with individuals or groups that sponsor programs with equity initiatives and increase STEM educational opportunities for under-represented populations.
The Bob Yellin Legacy Fund is part of the larger Yellin - Rosemont Foundation merging the Legacies of our Fathers (Herman Yellin & Henry Rosemont, Jr.) with Bob's legacy; funding a variety of excellent initiatives within long-term partnerships. All donations in honor of Bob Yellin will automatically go toward the STEM initiatives in Bob's name unless you specify otherwise.
2022 FOCUS: THE GENDER GAP
We have a long-term financial support commitment with the Partners listed below; our aim is to cultivate lasting partnerships and increase support each year as our Foundation grows.
Thank you for keeping the legacy of the amazing Bob Yellin alive - the generosity he exhibited during his lifetime continues for future generations because of your support. Thank you!
American Association of University Women
STEM GAP Initiative
Girls Who Code
After School grade: 3-12 Club Initiative
Nature or Nurture? No, It's Bias
From the AAUW website: "Why it Matters" HERE.
The Science, Technology, Engineering and Math (STEM) fields will account for some of the fastest growing — and highest paying — jobs of the future. Yet girls and women are still not on par with boys and men in preparing for these fields.
Gender bias in school remains a significant barrier to girls’ progress in STEM. Starting in early childhood, teachers and parents provide explicit and implicit messages that boys and men are “better” at math and science — although there is no evidence for that. Black girls and women and Latinas are even more likely to be dissuaded from pursuing math and science, because they face discrimination and have less access to critical resources, opportunities and role models.
Research shows that there is no inherent difference in math and science capability between girls and boys. It’s also a myth that girls aren’t interested in science: In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, except in engineering and AP computer science, according to the National Science Foundation. One study found that the apparent gender gap in mathematics is smaller in countries with greater gender equality, suggesting that gender differences in math are largely due to cultural and environmental factors, not ability.