While rural populations are generally underrepresented in Science, Technology, Engineering and Math (STEM) fields and are often viewed as facing challenges in accessing STEM learning opportunities (a deficit model), rural regions are also rich in STEM assets and resources, such as natural landscapes, dark skies, and STEM-related industries such as agriculture, forestry, and eco-tourism. As part of the National Science Foundation-funded RAIN initiative (Rural Activation and Innovation Network), an exploratory, community-based research study was conducted by the Lifelong Learning Group (Center of Science and Industry, in Columbus, OH) in order to: 1) understand the ways in which rural communities currently perceive, access, and engage in informal STEM learning, including the extent to which they identify themselves and/or their community in relation to STEM; and 2) explore the extent to which local, place-based STEM programming can increase rural public awareness of local STEM assets, resources, and opportunities, and foster a science-related identity at both the community and personal level – that is, a perception of one’s community as a place where science is practiced, as well as a perception of one’s self as engaged in or interested in science (NRC 2009). While much of the research in this field has identified rural communities as “science poor,” an asset-based approach identifies opportunities and resources for science learning in each of the participating rural communities drawing upon each community’s own values, beliefs, understanding, and experiences related to STEM. RAIN utilizes a place-based, asset-based model to support local networks of STEM advocates to create STEM outreach with local relevance, and supports a collaborative process of working with, rather than for, rural communities.
In the first phase of research, an exploratory case study approach was used to establish the degree to which rural communities (and the various sub-communities within) perceive themselves and their community/region as connected to STEM, guided by the following research questions:
1. How do rural communities perceive, access, and engage in STEM learning?
2. How do individuals in rural areas perceive themselves and their community in relation to STEM, and what are their perceptions of STEM more broadly?
3. What are the differences, if any, in STEM engagement (e.g., time spent, types of venues, etc.) between and within cultural groups in rural settings?
4. What nontraditional STEM resources in rural areas might be utilized to create relevant, place-based, culturally relevant STEM opportunities?
In order to answer these questions, multiple methods were used: 1) in-depth, semi-structured interviews with community stakeholders (n=40); 2) focus groups with community members (k=16); and 3) a largely quantitative written and online survey (n=1004). This poster session will focus primarily on the results of this initial study, with an emphasis on findings related to attitudes, perceptions, and valuing of STEM fields, perceived relevance of STEM to everyday life, and the extent to which rural communities see their communities as a STEM-rich environment. The poster will also touch on the collaborative process for implementing the research, including a capacity-building component that provided training for local data collectors.
