Making Makers: Tracing STEM Identity in Rural Communities

Nixon, Jessie; Stoiber, Andy; Halverson, Erica Rosenfeld; Dando, Michael

doi:10.7771/2157-9288.1296

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…Additional research does also specifically focus on students' experiences with STEM. For example, Nixon et al (2021) focused on rural teens' STEM identity development through their participation as "maker-mentors" in a mobile makerspace. Students' participation as maker-mentors fostered their STEM identity development while participating in pre-college engineering experiences in their rural communities (Nixon et al, 2021).…”

Section: Rural P-12 Stem Educationmentioning

confidence: 99%

“…For example, Nixon et al (2021) focused on rural teens' STEM identity development through their participation as "maker-mentors" in a mobile makerspace. Students' participation as maker-mentors fostered their STEM identity development while participating in pre-college engineering experiences in their rural communities (Nixon et al, 2021). Avery and Kassam (2011) found that students in 5th and 6th grade were able to identify instances of engineering and science connections in their communities, outside of their classrooms.…”

Section: Rural P-12 Stem Educationmentioning

confidence: 99%

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A Conceptual Model for Engineering Educators in Rural Places: Critical Reflection and Engagement

Schilling,

Grohs

2024

Studies in Engineering Education

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Rural educational contexts often go under addressed in engineering education research and practice. Given the specific nuances associated with rural places and contexts, engineering education outreach should be better aligned with ongoing efforts to recognize and engage students' assets in education. This paper introduces a conceptual model that proposes tenets, or considerations, for engineering engagement in rural places. The tenets include: understand self and context rooted in a place; seek to (re)contextualize curriculum; encourage students' assets and other ways of knowing, and engage critically and hopefully. The tenets of this paper are grounded in literature from rural education, P-12 engineering education, asset-based education, and literature pertaining to the rural Appalachian context and spatial justice. Each tenet section presents some of this literature as well as questions for individual reflection to further engage with the tenets. The conceptual model presented in this provides a framework for ongoing reflection on the importance of place and how place can inform engineering education outreach and engagement. Though this paper focuses on rural contexts, the tenets used to organize the model and the associated reflection questions could prove useful to work in various contexts (e.g. suburban, urban). Ultimately, this paper encourages the recognition of how geographies impact communities and how to engage with place in P-12 engineering education settings.

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Section: Rural P-12 Stem Educationmentioning

confidence: 99%

Section: Rural P-12 Stem Educationmentioning

confidence: 99%

A Conceptual Model for Engineering Educators in Rural Places: Critical Reflection and Engagement

Schilling,

Grohs

2024

Studies in Engineering Education

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“…Research has shown that “career aspiration” is a primary determinant in STEM career participation, further supporting calls for expanded access to STW career awareness and planning for underrepresented youth (Legewie & DiPrete, 2014). For rural youth in particular, partnerships with local industry have been shown to support STEM career identity formation and address other barriers to STEM career participation such as connection to regional workforce opportunities and expanded postsecondary pathways (Avery, 2013; Nixon et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Resiliency through partnerships: Prioritizing STEM workforce pathways amid macro challenges

Mathieson

Cotrupi

Schilling

et al. 2023

School Sci & Mathematics

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Multi-institutional educational partnerships are a promising approach to developing the skilled technical workforce. Inexorably, the ability to maintain such partnership networks that support skilled technical workforce education was disrupted by COVID-19. The purpose of this study is to explore Southwest Virginia's science, technology, engineering, and mathematics (STEM)-focused multi-institutional partnership networks, to inventory the disruptive impacts of COVID-19, and to identify how partnership stakeholders navigated these challenges to prepare students for the skilled technical workforce. This work presents a single-case study design, highlighting the evolving landscape of STEM workforce education partnership networks in Southwest Virginia throughout the pandemic. The team conducted interviews with 19 regional stakeholders focused on the participants' role throughout the pandemic, barriers to STEM workforce education presented by public health and economic factors, and innovative strategies to sustain and expand partnership networks through COVID-19. Two key themes emerged from this study: successful partners maintained network connections through adaptive interactions and actors within the network served as brokers to leverage their connections and expand partnerships in the face of adversity. By taking a contextual view of the role of partnership networks in creating equitable STEM workforce pathways during COVID-19, we develop rich insights into partnership formation, collaboration, resource allocation, and programming amidst challenges to their success.

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“…When asked to share their proposed solutions, students were also encouraged to use languages spoken by the audience of other students, teachers, and community members. This example demonstrates that effective engineering practices can be taught in ways that draw upon and facilitate students' identities as engineers and makers (Calabrese Barton & Tan, 2018, 2019Carlone et al, 2021;Nixon et al, 2021).…”

Section: Micro Level Organization Of Engineering Education For Equitymentioning

confidence: 97%

Socially Engaged Engineering: A Framework for K-8 Education (Fundamental, Diversity)

Cunningham,

Kelly,

Mohan

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Pennsylvania State University. She aims make engineering, science, and computational thinking education more equitable, especially for populations that are underserved and underrepresented in STEM. Christine is the founding director of Youth Engineering Solutions (YES), which develops equity-oriented, research-based, and field-tested curricula and professional learning resources for preK-8 youth and their educators. Her research focuses on articulating frameworks for precollege engineering education.

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Making Makers: Tracing STEM Identity in Rural Communities

Cited by 5 publications

References 19 publications

A Conceptual Model for Engineering Educators in Rural Places: Critical Reflection and Engagement

A Conceptual Model for Engineering Educators in Rural Places: Critical Reflection and Engagement

Resiliency through partnerships: Prioritizing STEM workforce pathways amid macro challenges

Socially Engaged Engineering: A Framework for K-8 Education (Fundamental, Diversity)

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