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Opportunities in out-of-school time—programs before and after school, mentors, and online communities—form a “STEM learning ecosystem” involving learners, settings, and cultures. The paper proposes principles and infrastructure features to map and connect learning opportunities, reduce access inequities for underrepresented youth, and guide research-practice partnerships through strategies for designing diverse, connected ecosystems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/infrastructures-to-support-equitable-stem-learning-across-settings/590551/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/infrastructures-to-support-equitable-stem-learning-across-settings/590551.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is formal schooling not the only context for STEM learning?","Question",{"text":112,"@type":113},"STEM learning unfolds through interactions over time and across settings. Schools are important, but out-of-school time and online communities also create significant learning opportunities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the “STEM learning ecosystem”?",{"text":117,"@type":113},"It refers to interactions among learners, the settings where learning occurs, and learners’ communities and cultures.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper propose advancing equity in STEM?",{"text":121,"@type":113},"By mapping and connecting learning opportunities across school, community organizations, families, neighborhoods, and online communities, and by addressing gaps in the ecosystem using a lasting “STEM learning infrastructure.”","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590551,1792886979,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Infrastructures to Support Equitable STEM Learning Across Settings  \nWilliam R. Penuel, Tiffany L. Clark, and Bronwyn Bevan  \nSTEM learning is a process that unfolds through dynamic interactions over time and across settings. Formal education in schools is not the only—or necessarily the most significant—context for STEM learning.  \nImportant opportunities also occur in out-of-school time (OST), including during designed programs before and after school, through the support of mentors, and via online communities (Adams, Gupta, & Cotumaccio, 2014; Bell, Tzou, Bricker, & Baines, 2012; Ito et al. , 2013) . Collectively, these opportunities make up a“STEM learning ecosystem,” which comprises the interactions among learners, the settings in which learning occurs, and the learners’ communities and cultures (National Research Council, 2015, p. ES-2) .  \nAdvancing equity in STEM requires providing young people of all backgrounds with a rich array of resources for learning across the multiple settings of their lives—in school, in community organizations, in neighborhoods, in families, and in online communities. A recent National Research Council (2015) report called out the need to map learning opportunities in communities and explore  \nhow youth navigate those opportunities. The field could promote equity, the report suggested, both by addressing gaps in the STEM learning ecosystem and by connecting youth from underrepresented groups—girls, for exam-  \nWILLIAM R. PENUEL, PhD, is a professor of learning sciences and human development at the University of Colorado Boulder. His research focuses on design, implementation, and evaluation of equityfocused innovations in science and mathematics education. He is also interested in models for relating research and practice, especially longterm research-practice partnerships. He is coauthor of the forthcoming book Cultivating and Sustaining Research-Practice Partnerships. TIFFANY L. CLARK, PhD, is a research scientist in the School of Education at the University of Colorado Boulder. Her work focuses on research-practice partnerships in STEM education. She also studies how youth engage in science across their lives and collaborates with practitioners to develop science curriculum that values students’everyday knowledge and experiences.  \nBRONWYN BEVAN, PhD, is a senior research scientist at the University of Washington. Her research examines how formal and informal STEM learning opportunities can be organized to broaden participation in science and advance equity in education. She served on the National Research Council’s Committee on Out-of-School Time STEM Learning and is on the editorial board of Science Education.  \nple, and African-American, Latino/a, and Native youth—to existing opportunities. The report also called for building a lasting “STEM learning infrastructure” (p. ES-2) to address inequities that limit the access of youth from underresourced communities to STEM careers and  \nacademic pursuits (National Research Council, 2015) .  \nThis paper outlines principles for building a diverse and connected ecosystem and the features of a STEM learning infrastructure to promote equity. Our recommendations are derived from a review of literature on general strategies for leveraging diversity in STEM learning and on specific programmatic efforts to promote young people’s learning across settings. The research on equity shares a premise that diverse everyday experiences are a resource for—rather than a barrier to—young people’s learning (Gutiérrez & Rogoff, 2003; Nasir, Rosebery, Warren, & Lee, 2014) . The goal of STEM education, then, should be not to eliminate perceived deficits in students, their families, or their communities, but to find connections between  \n3. Engage young people in building stories, imaginative worlds, and artifacts that make connections and have meaning across learning settings  \n4. Help youth identify with the learning enterprise by supporting and naming them as contributo","cbCaij92A4heCiM8","https://ap.wps.com/l/cbCaij92A4heCiM8","pdf",179554,"English","# Overview of STEM learning across settings\n## STEM learning ecosystem and equity needs\n## Principles for building an infrastructure","[{\"question\":\"Why is formal schooling not the only context for STEM learning?\",\"answer\":\"STEM learning unfolds through interactions over time and across settings. Schools are important, but out-of-school time and online communities also create significant learning opportunities.\"},{\"question\":\"What is the “STEM learning ecosystem”?\",\"answer\":\"It refers to interactions among learners, the settings where learning occurs, and learners’ communities and cultures.\"},{\"question\":\"How does the paper propose advancing equity in STEM?\",\"answer\":\"By mapping and connecting learning opportunities across school, community organizations, families, neighborhoods, and online communities, and by addressing gaps in the ecosystem using a lasting “STEM learning infrastructure.”\"}]","Infrastructures to Support Equitable STEM Learning Across Settings | PDF",1792069868,23]