Lesson 2: Looking Forward

Throughout this course, we've analyzed our own perceptions of what it means to teach at a rural school, dove into these perceptions by reading about common barriers rural schools face, learned the differences between taking a strengths-based versus deficit-based approach to teaching, and how to best utilize rural schools' resources in order to create meaningful STEM lessons for students.

Looking to the future, this work is important for the future of rural students' lives and the ever-increasing influx of STEM careers. As discussed, an equitable education means that all students are educated in ways that prepare them to succeed in dominant society. With STEM careers on the rise, this means that all students need to have proper STEM education, as to develop interest, identity, and knowledge in these areas. Using a strengths-based approach to teaching STEM can be viewed as a mindset switch. Rather than focusing and dwelling on the resources that rural schools might not have, they should switch their mindset to developing lessons and experiences that utilize the resources and advantages that rural schools do have. Utilizing community relationships to create unique learning opportunities, developing hands-on lessons incorporating manipulatives from the environment, and advocating for access to field-trips and out-of-school experiences in STEM areas are all ways in which educators can encourage positive identity and interest development within their students.

In your districts, advocate and push for STEM education to become a priority, as doing so will broaden students’ horizons and open the door to participating in STEM careers. Students in rural schools deserve just as much of an opportunity to enter the STEM dominated workforce with confidence and feelings of capability as any other sector of students. If students are not able to picture themselves or feel capable of engaging with STEM content, or if they are not given chances to engage with STEM content in such a way that is culturally relevant or meaningful, then they are not being given an equitable shot at exploring their potential. Therefore, it is up to our administrators and teachers of rural schools to provide these enriching learning opportunities inside and outside of the classroom, as to pave the way for the next generation of STEM innovators and leaders.

Our last stop on this learning journey is to complete our KWL chart by filling in any last items you have learned or any questions that remain. Meet you there! https://docs.google.com/document/d/1QVNQkJi9XRDppeyoSB8pqZKXSV7gGjE2Zldb0bjPAOE/edit?usp=sharing

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