SYNERGIES: Thriving STEM Learning Ecosystems—for All?

• In Event: Asset-Based Ecosystem Learning Research: Toward Just Education Renewal?

Abstract

Objective
This 6-year study investigated the STEM interest/participation pathways of multiple youth (11–14 years old) over time. In a qualitative component, three youth with STEM interest at the start of the study, were interviewed over 2-3 years. This paper deepens these findings, analyzing their three pathways through an overall ecosystem lens, identifying the characteristics of the STEM learning ecosystem, seeking to address fundamental questions: Is an ecosystem thriving; if so, for whom, and if not, for what reasons?

Framework
Many researchers use “ecological” perspectives to frame their learning studies, the idea that a STEM learning ecosystem contains varied resources—both in and out of school (Authors and Colleagues, 2015; Colleagues and Authors, 2020; Traphagen and Traill 2014)—and that youth construct unique pathways as they traverse the ecosystem. Research suggests that rather than typical influences (i.e., grades and school courses), factors such as interest, identity, and participation in out-of-school, informal/free-choice learning activities during these critical years—as well as social and cultural capital factors (income, education, and geographical access to resources)—are collectively the best predictors of future engagement and participation in STEM (Colleague and Author 2013; Fortus, 2014).

Methods
We analyzed the data across the three pathways, with an overall ecosystem lens. We also analyzed why the STEM topic was of interest, realizing in some cases, the practices imbedded in the topic (e.g., you get to make stuff) was the impetus, or the interest was a means to engage in practices that were not directly STEM- related (one youth loved to write, and computer programming facilitated this interest).

Results and Significance
Three pathway patterns emerged from analysis: (1) A path through uncharted territory, with few skilled guides, or visible signposts to help connect youth interest to visible and accessible resources in the learning ecosystem, (2) A path difficult to recognize or follow, until there was an interest that guides (parents, teachers, both in classrooms and in out-of-school settings), could connect with and support, with visible, available, and accessible learning resources, and (3) a well-lit path, with visible signposts and skilled guides, as well as connections between the youths’ interests and available learning resources. Pathways 1 and 2 were far more prevalent in this study, making it difficult for youth to pursue, certainly sustain an interest. Pathway 3 which supported the youth’s persistence in STEM overall, and in a particular interest area specifically, as well as STEM identity—was unique among youth. Analyzing these cases collectively, with an overall ecosystem lens, findings demonstrate the critical importance of understanding the elements of the ecosystem and its characteristics, including its structure and the availability and access to learning resources. Also, important is whether resources to support specific interests, activities, or practices are numerous and signposted in ways that make them visible and easy to access and use. Results indicate ways to build thriving learning ecosystems, healthy enough to support and sustain youth’s interest and participation in STEM, both in adolescence and beyond.

Author

• Lynn D. Dierking, Institute for Learning Innovation