Secondary school-university partnerships foster STEMM interest and self-agency in rural students

Introduction Rural STEMM education faces significant challenges, including limited access to high-quality STEMM experiences and resources. University-K12 partnerships can address these challenges by providing opportunities for students and teachers to engage in authentic STEMM activities, build relationships with STEMM professionals, develop critical thinking and problem-solving skills, and grow professionally. This paper explores the unique assets and challenges of such partnerships in a rural, geographically isolated region of Northeastern United States. Methods We examine several successful STEMM programs directed by a small university through a qualitative exploratory approach. These programs include a neuroscience program, place-based environmental outreach, a student space program, and a science and technology entry program. Results and discussion Through an analysis of reflections from teacher partners and program leaders, prominent themes emerge and critical factors are identified that contribute to success. A key finding is that teachers naturally emerge as cultural navigators who provide vital support and guidance to all stakeholders in a rural STEM network resulting in a range of positive outcomes.