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BRIEF RESEARCH REPORT article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1560279
This article is part of the Research Topic Rural STEMM Education Research: Bridging between Uniqueness and Universality View all 5 articles
Traversing Educational Deserts: A Community Case Study of Technical STEMM Pathways in Wyoming's Rural Remote Transfer Ecosystem
Provisionally accepted- University of Wyoming, Laramie, United States
Across Wyoming's remote educational landscapes, Rural Technical STEMM Educators (RTSEs) engage in complex relational work supporting student navigation through challenging institutional, cultural, and physical barriers. Through analysis of lived experiences shared by 42 RTSEs across eight counties, this community case study reveals how successful rural STEMM education emerges through integrated supports addressing mental health needs, family dynamics, and cultural contexts while building vital technical skills. Evidence demonstrates RTSEs operate simultaneously across geographic, economic, and demographic dimensions-bridging between local knowledges and broader academic systems. Key findings highlight the importance of relationship-centered approaches that honor rural contexts while addressing universal challenges. Recommendations include developing coordinated support networks and expanding industryeducation partnerships grounded in local community needs.
Keywords: Technical - Vocational, Rural STEM Education, Faculty, Community college, Student support
Received: 14 Jan 2025; Accepted: 31 Mar 2025.
Copyright: © 2025 McBride. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Rosemary McBride, University of Wyoming, Laramie, United States
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