Early access to STEM education is essential to producing a STEM-literate citizenry and creating authentic connections and contexts for educating America’s youth (Holmlund, Lesseig & Slavit, 2018). Today, many local and global challenges require STEM-minded teams to work collaboratively to find and solve complex problems. Harlen (2010) suggests science education should enable every individual to take an informed part in decisions and appropriate actions that affect their well-being and the welfare of society and the environment.
K-12 Education: Why Early Access is Needed
In K–12 education, partners, funders, and community organizations often seek to bolster and expand STEM programming in secondary schools to prepare more STEM-interested and STEM-prepared high school graduates (Allen, Lewis-Warner & Noam, 2020; National Research Council, 2011; Ralston,Hieb & Rivoli, 2013). However, suppose students are not exposed to opportunities and coursework well before reaching high school. In this case, their interest and capacity to select or excel in STEM-related coursework are often unattainable.
Intentional and well-designed exposure to STEM is essential in early learning (DeJarnette, 2012). Students in early childhood and early elementary education need the opportunities to engage in STEM. STEM education benefits students’ thinking, curiosity, creativity, communication, and problem-solving capacities (Klimaitis & Mullen, 2020; Rosicka, 2016; Turiman, Omar, Daud, & Osman, 2012). STEM benefits society by educating an innovative citizenry that can tackle difficult and complex problems and fostering individuals who can engage in STEM fields and careers. Early access to STEM ensures all students will become aware of STEM opportunities available to them throughout their PK–12 educational experiences and beyond (DeJarnette, 2012). All children are born curious with a great capacity to learn and develop critical thinking skills, attain STEM content knowledge, and build a positive self-identity toward STEM.
Waiting to expose students to science, computers, or technology until upper elementary grades or beyond does not provide equitable access to STEM (Jackson, et al., 2021). This practice also prohibits the growth of STEM knowledge and perpetuates perceptions that STEM is not for everyone. It is time to elevate STEM in early childhood and early elementary programming for all students so that STEM pathways will become viable options for all students.
Progress in Early Access to STEM
Early access excitement was in the air! A loud buzz filled a Title I first-grade classroom in Salt Lake City School District as a diverse classroom of students in the urban school district experimented with syringes, stoppers, and colored water. A group of three girls excitedly “figured out” how to make water move through a tube and shoot out of the syringe like a fountain. They then started to explain what was happening. “Science is so cool!” could be heard across the room as another student tested his ideas to see what he could figure out. These early learners were engaged and enthralled in science and engineering.
All of this was made possible thanks to a generous donor who provided the materials, a district vision that all students can learn and should have an equitable opportunity to learn, and a supportive education foundation. Early STEM learning matters. It mattered to the twenty students in that classroom that day!
Providing early access to STEM includes intentional consideration of culture, materials, and teacher education. All children enter educational environments with a family and community culture. This culture, including ways of knowing, being, and doing, is essential for each student (Medin & Bang, 2013). STEM education should therefore build a collective classroom community culture. This culture-building should consider the multiple perspectives of students and their families, which requires intentional conversation and interaction whereby students and their parents are considered active partners in the learning experience. Community circles, classroom chats, open houses, parent nights, home visits, focus groups, and surveys are all excellent ways to welcome voice and, in turn, empower students and parents to help shape the experience that students receive in our classrooms (Zepeda, 2019).
Challenges in Providing Early Access to STEM
Challenges to providing early access to STEM education should be identified and addressed. One significant barrier to delivering quality STEM education in the primary grades is that formal support for and high expectations concerning science teaching and learning is less of a priority than teaching literacy and mathematics at the local, state, and national levels in our elementary classrooms (Smetana & Coleman, 2015). Other barriers include a lack of funding for materials and supplies, training for early childhood teachers in STEM practices and mindsets, and competing priorities for time and resources.
Further, professional learning opportunities through instructional coaching and other content area experts are less likely to be provided outside the focus on literacy and numeracy (Spillane & Hopkins, 2013). As mentioned earlier, another significant barrier is stang. Teachers at the early childhood and elementary levels have varying degrees of experience, interest, and comfort with teaching science and other STEM-focused content. Early childhood and elementary teachers are typically trained and considered subject area generalists; therefore, they may feel unprepared to facilitate science learning (Fulp, 2002). Some early childhood and elementary teachers’ hesitation to teach science could create an uninviting atmosphere for community involvement, thus, hindering early access to STEM learning and engagement.
How Progress is Made
Nevertheless, progress has been noted when stakeholders develop partnerships that provide expertise, financial, and human capital from business and industry. This progress is expanded when educational entities collaborate with STEM-rich institutions, such as local gardens, museums, and zoos, to provide educational programming and experiences for both students and families. Some communities have also found success by offering transportation to families across town to participate in and learn from activities.
It is important to note that in the past, STEM efforts have lacked concern for the culture and context of many students, resulting in a severe chasm between STEM programs and STEM participation for underrepresented students (Bang, et al., 2017; Elrod & Kezar, 2017; Jones, et al., 2018). Hence, everyone wins when culture matters and early access to STEM is approached from multiple viewpoints.
Educators must understand the importance of bolstering STEM pathways early on. Many students and communities of color are underrepresented in STEM programs in institutions of higher learning and STEM careers (Jones et al., 2018). STEM pathways to careers, higher education, and informed citizenry start in early childhood and continue through a student’s K–12 experience. All students deserve access to high-quality STEM experiences from the beginning of this educational journey. Society needs their ideas, brilliance, and innovation, and they need our support.
Solutions to Early Access in STEM
As a result of federal mandates, students’ learning and engagement in subject areas other than numeracy and literacy are highly dependent upon teachers’ comfort and content knowledge and the time allocated for other subject areas in the daily schedule of learning blocks (Spillane & Hopkins, 2013; Supovitz, Sirindes & May 2010). Access to training and materials on how to teach science, engineering, and technology is a necessary first step in removing barriers to STEM education in early childhood and elementary programs. Integrated learning experiences for young children that weave together literacy and STEM are the next step in ensuring adequate time for teaching STEM-focused content (Kelley & Knowles, 2016).
It is time to focus on access to early STEM education in PK-12 learning systems (NRC, 2021). We need to work collaboratively with our diverse communities and invite all stakeholders and voices to the table to find ways to increase equitable access to early STEM learning and engagement for all, especially youth in groups currently underrepresented in STEM careers.
Many organizations have programming and outreach opportunities to share with PK–12 schools and districts (Allen, Lewis-Warner & Noam, 2020; Berry, 2020; Boulden, et al., 2020). These opportunities will expand teachers’ STEM knowledge and ability to provide sound and consistent STEM learning experiences for all students that are appropriately rigorous and highly engaging.
An Underrepresented Segment
In schools, an entire segment of the K–12 population is underrepresented in STEM education (Prescod, et al. 2020). Correspondingly, teachers must be intentional about engaging students of color and providing programs that promote learning in culturally appropriate ways. The use of lesson studies, professional learning communities, and instructional coaching are tools that could be leveraged to increase teacher capacity around engaging students of color in learning (Zepeda, 2019; Hinnant-Crawford, 2020). For example, honor the tremendous STEM knowledge in science and engineering tied to the clay work of Indigenous people (Barajas-Lopez & Bang, 2018). Students must learn about and see the contributions of people who look like them in the lessons they participate in and are engaged in (Allan, 2016; Thompson, et al., 2016).
PK-12 educators must partner with businesses to learn and understand industry standards that should guide the appropriate infusion of technology in the learning experiences provided in classrooms. Put measurement and investigative devices in young students’ hands. Engage young learners in digital and technology-based learning and thinking. Provide experiences both in and out of school. Create maker spaces to allow students to tinker, explore, and create (Hachey, An, & Golding, 2021). Encourage local libraries and businesses to support STEM initiatives and activities. Work with local universities in partnerships to provide professional learning for teachers of early childhood and elementary STEM subjects.
One such program is the University of Utah’s Elementary STEM Endorsement Program, which collaborates with local Utah school districts to increase elementary teachers’ capacity in science and engineering, technology integration, and mathematical thinking. Further, educators should foster relationships with university scientists and engineers to work in local classrooms to support teachers and students engage in STEM experiences.
Supporting ALL Learners with Early Access
Educators should create a district or state vision that includes a STEM continuum that supports all learners. Stakeholders representative of all constituencies should be invited to develop this vision. There should be a deliberate focus on exposure to STEM in early childhood and K–2 educational programming. Research has provided evidence that young children possess a broad repertoire of cognitive capacities enabling them to engage in science from a very young age (NRC, 2007). Most importantly, these capabilities related to the scientific endeavor do not develop on their own, apart from instruction, but, rather, they grow under the guidance of a scientifically literate individual (NRC, 2007). Therefore, these capacities must be encouraged, nurtured, and sustained in supportive science learning environments throughout a child’s PK–8 experience (NRC, 2007). Early access is critical.
Connect STEM curriculum departments with career and technical education to build strength and coherence of PK–12 programming. Create internships and apprenticeships for high school students using backward design, starting with what high school students should learn from internships and apprenticeships. Then plan the preparation needed at each learning level, including what students should know and be able to do in early childhood and elementary programs that will ultimately allow them to apply their learning in more mature and complex learning and work environments. It is essential to realize that early learners today will be high school students tomorrow; therefore, they need access to STEM learning opportunities now.
The Vision of the Salt Lake City School District
The Salt Lake City School District’s vision for STEM education is grounded in engaging vital stakeholders and creating innovative opportunities to engage students in STEM. PK–12 STEM education can be viewed as a process of the iterative and creative nature of the enactment of each discipline in which the learner uses thinking, innovation, problem-finding, and problem-solving strategies to engage in meaningful content-related interactions (Executive Oce of the President, 2018; National Research Council, 2011; Hess, et al., 2011). Our vision for STEM includes both individuals and programs in public and private sectors, including educational programs, research and development activities, internships, apprenticeships, and preparing all students to become STEM-literate by high school graduation.
Our Vision Evolves
While self-bagging at a local grocery store, a young girl noticed my STEM T-shirt. She said with enthusiasm in her eyes, “Oh, I did STEM once, and I really liked it!” I was thrilled that she shared this with me but stunned that she used the word “once.” Her interest and enthusiasm for STEM were apparent. So was the reality that she might not have other STEM opportunities if left to find them herself.
At that moment, the realization hit that many of our students are relying on us. As educational leaders, we must build accessible bridges to STEM education and rigorous learning opportunities. This young lady was totally dependent on our educational system to provide her with access to STEM programming and experiences. I wasn’t confident we would deliver. Experiences like the one described here have been a driving force in ramping up previous efforts to ensure early access to STEM education in Utah.
The Salt Lake School District Department of Science began working with the Salt Lake Education Foundation and local donors to align STEM funding to address our students’ greatest needs. This work exposed considerable gaps in STEM materials and curriculum in early childhood and early elementary classrooms and teachers’ capacity to provide hands-on learning in science and engineering. Through the collaboration, a local STEM-based business provided funding to train teachers and purchase materials for students. District staff provided classroom support to build early childhood and elementary teachers’ confidence in teaching STEM-related content. There was power in aligning core educational standards to address teaching and learning needs and provide resources to create robust and sustainable STEM programming. Alas, equitable access to early STEM education was unfolding.
Scaling Up Success
District staff looked for ways to scale up successes through business partnerships, the Salt Lake Education Foundation, and the school district to increase the positive impact on teachers and students. As staff worked closely with national STEM educators, it became apparent that what was working in other areas and states similar to Utah was working in the Salt Lake City School District. District leaders realized that strong STEM communities have a strong STEM infrastructure connecting individuals and programs in more intentional and profound ways. Staff learned about the STEM Learning Ecosystem Community of Practice and quickly related to their collective vision of how an ecosystem approach to STEM bolsters support for the most vulnerable learners along a PK–16 continuum.
With the STEM Ecosystem Community of Practice’s support, the Utah STEM Ecosystem was created. Members of the Ecosystem met with the greater STEM community across Utah to streamline a STEM vision, purpose, and resources and identify areas of greatest need. Community members were inspired by the work already underway across Utah. They welcomed opportunities to identify gaps, particularly those in early STEM access, to begin taking steps to increase access and equity of opportunity for all students.
Working together across early childhood, science, mathematics, digital learning, and career and technical education, community members are strengthening early STEM programming and inviting innovation such as working on an English/Language Arts (ELA) aligned science and engineering education model for early childhood. This includes place-based learning in K–6 classrooms and implementing an early mathematics curriculum aligned with core standards and curriculum used in elementary classrooms. Community members are investigating how to bring computer science into early childhood and elementary classrooms to open opportunities for students in STEM fields. Indeed, it takes a village to ensure access to early STEM.
Concluding Remarks
In 2010, during a press release on the Change the Equation Initiative, President Barack Obama asserted that “our nation’s success depends on strengthening America’s role as the world’s engine of discovery and innovation” (The White House, Office of the Press Secretary, 2010). President Obama continued by emphasizing the need to educate students today, “especially in science, technology, engineering, and math,” to provide tomorrow’s leadership (p. 7 ). His message is still relevant today, with even greater urgency. Early access to STEM lays the foundation for this vision to become a reality. It is up to us all as educational leaders, business and industry stakeholders, teachers, policy-makers, institutions of higher learning, STEM-rich institutions, and others to come together and support STEM programming for our youngest learners. STEM should never be a one-time experience for our students. Early access to STEM education must start now.
References
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About the Author
TIMOTHY GADSON III, PH.D.
A staunch advocate for equitable access to learning for all students, Timothy Gadson is serious about engaging in the national conversation to increase the participation of students of color and females in STEM. Timothy is superintendent of the Salt Lake City School District with twenty-eight years of experience. Timothy believes that all children can learn and do learn when the curricular content and instructional delivery are quality, culturally responsive, and personally relevant. He notes the importance of adults building strong, trusting, and lasting relationships with all students daily to support their learning and reduce the impact of trauma. More specifically, Timothy knows it takes an effective teacher in every classroom, every year, delivering quality, rigorous, relevant, and data-informed instruction to ensure every child graduates as a global citizen ready for college, career, and life.
In his chapter, Timothy stresses the need for early access to STEM education. He offers insight into what is currently being done in the Salt Lake City School District to move toward this aim. Timothy received his bachelor’s degree in Business Economics and Secondary Education from Florida Agricultural and Mechanical University in Tallahassee, Florida. He earned his master’s and doctor of philosophy degrees from Washington State University in Pullman, Washington.
About the Author
CANDACE PENROD, M.ED., M.S.
A true advocate for science education, Candace Penrod brings passion, insight, and over twenty years of experience to the conversation. Candace believes that access for all means all and works tirelessly as the Salt Lake City School District Science Supervisor to ensure this vision for all students. As a STEM advocate, she is the co-founder of the Utah STEM Ecosystem Community of Practice.
In her chapter, Candace outlines a robust argument for early access to STEM and offers experience in leading change in this urgent matter. Candace received a B.S. in Elementary Education from Brigham Young University, an M.Ed. in Teaching, Learning, and Literacy from the University of Utah, and an M.S. in Earth Science Teaching, also from the University of Utah. She is currently a doctoral student in education at Utah State University with an emphasis on science education.
Candace has a love for all things geology and enjoys spending time in Utah’s many National Parks. She has been known to say “Science ROCKS!”
About the Author
FREDERICO L. ROWE, ED.S.
As an elementary school principal, Frederico L. Rowe has seen firsthand the lack of support for quality science education in early childhood and elementary programs. Frederico supports quality professional learning through instructional coaching, professional learning communities, and a focus on the cultural capital students bring to the classroom every day. While serving as principal in Atlanta, Georgia, Frederico partnered with staff at Georgia Tech to bring coding to students in underserved and underprepared communities. He believes that students, regardless of level, exceptionality, and background, deserve the opportunity to experience quality STEM education.
In his chapter, Frederico emphasizes the importance of teacher development, materials and resources, and a supportive environment for STEM education that can stand alone or be part of an interdisciplinary approach to learning. Frederico received his bachelor’s degree from Alabama A&M University in Elementary/Early Childhood Education. He received advanced degrees from Georgia State University in Middle Grades in Mathematics and Informational Technology and from Columbia University’s Teachers College in Organizational Leadership. Frederico has a Specialist Degree in Educational Leadership. Now, he is pursuing a doctoral degree in Curriculum Studies from the University of South Carolina.
