The opposition between uniqueness and universality in rural science, technology, engineering, mathematics, and medicine (STEMM) education research is an enduring feature of the field. Theories and methods developed to be universally applicable are constantly adopted or reimaged in studying and understanding certain unique STEMM education phenomena or issues within and across rural contexts, partly due to the vastness and variety that exists in what is labeled as rural and/or STEMM education. Research ideas and findings focused on a unique rural population or setting often can have universal implications for other rural and non-rural populations or settings, though not explicitly articulated in many publications. Striving to be both unique and universal is a fundamental challenge, yet has the potential to advance knowledge and practice in the field of rural STEMM education.
The overall goal of this Research Topic is to introduce and explore the ideas of rural-focused and rural-reimaged approaches in potentially bridging the gaps between uniqueness and universality in STEMM education research. Rural-focused theories and constructs (e.g., place-based education, rural identity) are centered around populations and issues in rural settings, whereas rural-reimaged theories and constructs (e.g., urban-rural spatial inequality, social capital, expectancy-value beliefs) are traditional theories and constructs that are reconceptualized to include rural perspectives in the studies. This Research Topic seeks articles that examine both the uniqueness and universality of rural STEMM education and educational research utilizing rural-focused and/or rural-reimaged lens or approaches. We particularly welcome articles that address unique assets, challenges, needs, opportunities, and/or lessons learned of rural STEMM education while being situated in a broader research discipline, as well as articles that explore the commonalities and connections across study cases, policies/programs/practices, or contexts of rural STEMM education.
This Research Topic invites theoretical, methodological, and empirical contributions addressing, but not limiting to the following key topics:
Rural-focused topics:
• Defining rurality in STEMM education
• Defining STEMM in rural areas
• Place-based STEMM teaching, learning, etc.
• Rural STEMM identity, belonging, etc.
• STEMM education in rural-serving postsecondary institutions
• STEMM education for local workforce development
Rural-reimaged topics:
• Urban-rural spatial inequality in rural STEMM education
• Community cultural wealth in rural STEMM education
• STEMM funds of knowledge of rural learners
• Underrepresentation of rural students in STEMM education
• Intersectionality in rural STEMM education
• Critical policy analysis in rural STEMM education
• Communities of practice in rural STEMM education
• Research-practice partnerships for rural STEMM education
Articles need to define rurality for interpretation by international readers and describe the uniqueness and universality of the research topics, theories, methods, findings, and/or implications in the context of rural STEMM education.
This Research Topic will only accept type A and type B articles.
The opposition between uniqueness and universality in rural science, technology, engineering, mathematics, and medicine (STEMM) education research is an enduring feature of the field. Theories and methods developed to be universally applicable are constantly adopted or reimaged in studying and understanding certain unique STEMM education phenomena or issues within and across rural contexts, partly due to the vastness and variety that exists in what is labeled as rural and/or STEMM education. Research ideas and findings focused on a unique rural population or setting often can have universal implications for other rural and non-rural populations or settings, though not explicitly articulated in many publications. Striving to be both unique and universal is a fundamental challenge, yet has the potential to advance knowledge and practice in the field of rural STEMM education.
The overall goal of this Research Topic is to introduce and explore the ideas of rural-focused and rural-reimaged approaches in potentially bridging the gaps between uniqueness and universality in STEMM education research. Rural-focused theories and constructs (e.g., place-based education, rural identity) are centered around populations and issues in rural settings, whereas rural-reimaged theories and constructs (e.g., urban-rural spatial inequality, social capital, expectancy-value beliefs) are traditional theories and constructs that are reconceptualized to include rural perspectives in the studies. This Research Topic seeks articles that examine both the uniqueness and universality of rural STEMM education and educational research utilizing rural-focused and/or rural-reimaged lens or approaches. We particularly welcome articles that address unique assets, challenges, needs, opportunities, and/or lessons learned of rural STEMM education while being situated in a broader research discipline, as well as articles that explore the commonalities and connections across study cases, policies/programs/practices, or contexts of rural STEMM education.
This Research Topic invites theoretical, methodological, and empirical contributions addressing, but not limiting to the following key topics:
Rural-focused topics:
• Defining rurality in STEMM education
• Defining STEMM in rural areas
• Place-based STEMM teaching, learning, etc.
• Rural STEMM identity, belonging, etc.
• STEMM education in rural-serving postsecondary institutions
• STEMM education for local workforce development
Rural-reimaged topics:
• Urban-rural spatial inequality in rural STEMM education
• Community cultural wealth in rural STEMM education
• STEMM funds of knowledge of rural learners
• Underrepresentation of rural students in STEMM education
• Intersectionality in rural STEMM education
• Critical policy analysis in rural STEMM education
• Communities of practice in rural STEMM education
• Research-practice partnerships for rural STEMM education
Articles need to define rurality for interpretation by international readers and describe the uniqueness and universality of the research topics, theories, methods, findings, and/or implications in the context of rural STEMM education.
This Research Topic will only accept type A and type B articles.