Secondary school-university partnerships foster STEMM interest and self-agency in rural students
IntroductionRural STEMM education faces significant challenges, including limited access to high-quality STEMM experiences and resources. University-K12 partnerships can address these challenges by providing opportunities for students and teachers to engage in authentic STEMM activities, build relat...
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| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1578370/full |
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| Summary: | IntroductionRural STEMM education faces significant challenges, including limited access to high-quality STEMM experiences and resources. University-K12 partnerships can address these challenges by providing opportunities for students and teachers to engage in authentic STEMM activities, build relationships with STEMM professionals, develop critical thinking and problem-solving skills, and grow professionally. This paper explores the unique assets and challenges of such partnerships in a rural, geographically isolated region of Northeastern United States.MethodsWe examine several successful STEMM programs directed by a small university through a qualitative exploratory approach. These programs include a neuroscience program, place-based environmental outreach, a student space program, and a science and technology entry program.Results and discussionThrough an analysis of reflections from teacher partners and program leaders, prominent themes emerge and critical factors are identified that contribute to success. A key finding is that teachers naturally emerge as cultural navigators who provide vital support and guidance to all stakeholders in a rural STEM network resulting in a range of positive outcomes. |
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| ISSN: | 2504-284X |