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Lesson 2: Importance of STEM in Rural Schools

From KNILT

STEM on the Rise

With the recent influx of the COVID-19 worldwide pandemic (Centers for Disease Control and Prevention, 2022), the ever-increasing dependence on data-analytics and software technology development (Forbes 2021), and the indisputable complex issue of global warming causing waves of international concern (The Climate Reality Project, 2021), the job market today consistently increases its demand for qualified and passionate individuals to uphold careers in science, technology, engineering, and mathematics-fields also referred to as STEM.

According to the United States Bureau of Labor Statistics, STEM occupation projections are expected to grow by 10.5% between the years of 2020 and 2030 (2021). STEM occupations, as said from the United States Bureau of Labor Statistics, range from “computer, mathematics, architecture, engineering, biological, and physical science occupations” to “managerial and postsecondary teaching occupations related to these functional areas” (2021). This incredible projection of growth for these types of occupations, means that more jobs in these STEM fields will be available to the citizens of the United States. The citizens that will eventually uphold these jobs are currently in elementary, middle, and high school.

In lesson 1, we learned about all of the perceived obstacles that can often inhibit rural students from receiving steady quality instruction. Teaching in a rural school is no easy feat due to some of these challenges. However, these particular barriers put rural students at risk of not receiving an equitable STEM education. Because rural students are an isolated demographic of citizens who deal with teacher turnover and lack of exposure to STEM careers and jobs, they may not be receiving an equitable education that gives them access to the potential STEM careers that await them.

What does equity have to do with it?

Use this link to add to the word cloud about what equity means to you:

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In the United States public-school system, all demographics of students are to be given an equal and equitable education, according to the equal protection clause of the 14th Constitutional Amendment (Constitutional Rights Foundation, 2021). An “equal and equitable” education implies that all students are to be given a fair chance of entering career fields in order to succeed in today’s job and social climates. Stemming from this notion, to enable all students to have equal opportunities at economic success, all students must be properly educated in the STEM fields, as it is considered to be a dominant career field in today's society.

Thus, because of rural students' vulnerable factors that can impede them from learning about and having access to STEM education, it is up to educators to change this pattern and implement STEM education practices which reach all rural students.

Concluding Unit 1

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