STEM for All: The Importance of Parent/School/Community Partnerships Across the K-12 Pipeline and Beyond

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Author(s): Betty Burston (University of Nevada – Las Vegas, USA)and Shartriya Collier-Stewart (California State University – Northridge, USA)
Copyright: 2021
Pages: 15
Source title: Research Anthology on Instilling Social Justice in the Classroom
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-7706-6.ch090

Keywords: Civic Engagement & Social Justice / Curriculum Development and Instructional Design / Information Science Reference / Social Sciences & Humanities

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Abstract

Science, technology, engineering, and mathematics (STEM) concepts are the very foundation of the contemporary and futuristic way of life for the United States and other socio-political entities as well. Yet, growth in STEM education participation has, despite programs of intervention, remained sluggish, rendering an American economy that has become increasingly dependent upon imported STEM talent. This chapter argues that the asymmetric outcomes that are observable across the educational pipeline reflect unique barriers to entry that are not only based upon IQism, but socioeconomic as well as socio-cultural diversity. Utilizing a review of selected literature, the thesis is introduced that a STEM-for-all movement is needed that remediates STEM exclusion. Throughout the discussion, strategies are recommended for policymakers, institutions of education, communities, and families in reversing the growth of a new STEM-based system of social stratification.

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STEM for All: The Importance of Parent/School/Community Partnerships Across the K-12 Pipeline and Beyond

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