Portraits of a Rural Georgia High School STEM Program

Abstract

This research examined school personnel’s strategies and practices responsible for increasing student science proficiency at a certified rural high school STEM program. In the United States, difficulties have developed in adequately preparing students for careers in STEM sectors, especially in secondary education. This trend has led to increased difficulties for high school graduates competing globally for high-paying jobs. Rural schools have been especially susceptible to inadequately preparing their students academically. I used qualitative research portraiture to generate a mental image of the STEM program at the selected high school. I interviewed three teachers and two administrators in a certified rural high school STEM program regarding their day-to-day interactions within the STEM program. Data collection occurred through observations, interviews, and document analysis. Data were analyzed using coding procedures to generate themes. The findings can offer support to schools, including administrators, seeking to increase future STEM program development speed and accuracy. Boards of education and programs in our universities and colleges may also benefit from this study through support for students pursuing STEM degrees. Increased students’ exposure to science, technology, engineering, and mathematics concepts may help provide STEM education for more students thereby increasing the number of students attaining proficiency in STEM fields and fostering development into the innovative thinkers needed for success 21st-century workplace. Findings may help the United States Department of Education, state educational agencies, university systems, school districts, and counselors at all levels to promote schools’ participation in technology-enhanced pedagogy.

Keywords

• stem
• stem program
• rural education
• qualitative
• portraiture
• secondary education