133 - Harnessing Community Strengths for High Quality STEM Education: A Case Study of Rural Empowerment in the Black Belt

Abstract Information: STEM learning ecosystems are increasingly acknowledged as crucial frameworks for organizing and aligning stakeholders with the shared objective of offering high-quality STEM learning opportunities to students across diverse environments. This study focuses on evaluating a rural STEM learning ecosystem in the Alabama Black Belt Region, characterized by its rural landscapes, substantial African American population, and historically under-resourced communities, which have endured systemic racism over generations.

One of the primary challenges facing such ecosystems is effectively communicating and coordinating between stakeholders from formal education, informal education, higher education, community organizations, and industry. This task is complicated by a national push for STEM interventions often needing more coordination or consideration of contextual efficacy. While rural communities demonstrate strengths in local coordination, they encounter obstacles such as limited connectivity with nearby communities and the necessity for extensive travel for certain STEM opportunities.

In this study, we employ a CRE framework to evaluate the rural STEM learning ecosystem in the Alabama Black Belt Region. Culturally responsive evaluation (CRE) recognizes the paramount importance of demographic, socio-political, and contextual dimensions, favoring interpretative exercises over positivist philosophies. It places value on and seeks to understand marginalized communities' lived experiences, allowing for new explanations by centering their perspectives. Our approach entails utilizing open-ended or 'in-depth' interview techniques such as storytelling and relational interviewing, with a focus on uncovering underlying meanings and 'interstices' within the data.

By integrating stakeholders, particularly those from underrepresented groups, in the evaluation process, we aim to address issues of race, power, privilege, and inequity. These stakeholders encompass a diverse range of individuals affected by or with a vested interest in the program, its impact, or the evaluation process.

As the field of STEM education endeavors to achieve greater relevance and effectiveness for diverse audiences, adopting a culturally responsive evaluation approach holds the potential to enhance the validity and utility of findings. Furthermore, it fosters opportunities for co-creation of programs, building trust, and fostering collaboration among program providers, decision-makers, evaluators, and participants.

Drawing on principles of community empowerment and asset-based development, this study employs a culturally responsive evaluation approach to support the growth of the rural STEM ecosystem. The aim is to build evaluation capacity, foster strong partnerships, and ensure inclusivity in the needs assessment process. By identifying and highlighting the strengths and resources within the Black Belt's communities, this evaluation seeks to inform strategies for maximizing the impact of STEM education and advancing community empowerment in rural areas. The findings and insights from this evaluation contribute to broader efforts aimed at promoting equitable access and success in STEM education nationwide.