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It defines communities across both demographic identity groups and the institutions that represent them, explaining the role of designated leaders and stakeholders (CPs) in facilitating or constraining access through institutional proxies. It also highlights challenges and opportunities for researchers and provides recommendations relevant to NSF DRK–12 grant review of meaningful partnerships.",{"@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/strategies-for-fostering-authentic-community-partnerships-in-stem-education-research-2024/583950/",{"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/strategies-for-fostering-authentic-community-partnerships-in-stem-education-research-2024/583950.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","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},"How does the brief define community partnerships in STEM education research?","Question",{"text":112,"@type":113},"It operationalizes community partnerships using two dimensions: communities as groups organized by shared demographic identities and communities as represented through institutions such as universities, school districts, K–12 schools, and NGOs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role do community partners (CPs) play in facilitating authentic partnerships?",{"text":117,"@type":113},"CPs are designated leaders and key stakeholders who hold power within institutions serving specific racial and ethnic communities, helping to facilitate or constrain access to communities through institutional roles.",{"name":119,"@type":110,"acceptedAnswer":120},"Who is the brief intended for and what recommendations does it support?",{"text":121,"@type":113},"The brief targets K–12 STEM education researchers at academic and research-focused institutions and NSF DRK–12 grant reviewers, offering strategies to assess and establish partnerships that are meaningful, authentic, and equitable.","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},583950,1792190707,{"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":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","Strategies for Fostering Authentic  \nCommunity Partnershipsin STEM Education Research  \n2024  \nAcknowledgments  \nAuthors:  \nCeily Moore, University of Illinois Chicago Tyrisse Silmon, University of Illinois Chicago  \nDavon L. Breedlove, UT Southwestern Medical Center Terrell R. Morton, PhD, University of Illinois Chicago  \nSuggested Citation:  \nMoore, C., Silmon, T., Breedlove, D.L., Morton, T.R. (Eds.) (2024). Strategies for Fostering Authentic Community Partnerships in STEM Education Research. Community for Advancing Discovery Research in Education (CADRE) . Education Development Center, Inc.  \nCopyright 2024 by the Community for Advancing Discovery Research in Education (CADRE) . This publication is available from CADRE at Education Development Center, Inc, 300 5th Ave Waltham MA 02451.  \n[https://cadrek12.org/](https://cadrek12.org/)  \nThe activity was funded by the National Science Foundation, Grant \\# 2100823. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.  \nIntroduction  \nIn partnership with the Community for Advancing Discovery Research in Education (CADRE), we recruited five community partners (CPs) from diverse backgrounds in STEM education to participate in a discussion focused on understanding how STEM education researchers can better engage with communities.  \nThe goal of this project was to gather expert insight into challenges and opportunities for establishing community partnerships among K–12 STEM education researchers and Black and Brown communities. We define communities as the various individuals, groups, businesses, and institutions that are invested in the welfare and vitality of a particular group and its members ([adapted from edglossary.org](adapted from edglossary.org)). This definition is based on the idea that communities (and community members) may be bound to a specific geographic location and space, and that communities may represent a group of people with similar ideologies, backgrounds, or experiences.  \nThus, for the sake of this brief, we have operationalized community partnerships in two dimensions. The first dimension considers community as groups of people organized by demographic identities who share background experiences. Within this brief, this dimension accounts for K–12 STEM education researchers brokering relationships with Black and Brown communities. The second-dimension accounts for communities as represented by institutions (e.g., college or university community, K–12 school districts, K–12 schools, NGOs) . This dimension thus considers the brokering of relationships between institutions and organizations, such as universities partnering with K–12 school districts. Among these types of partnerships, we see that there are communities (e.g., racial and ethnic groups) embedded within institutions (e.g., schools) .  \nCPs are designated leaders and key stakeholders who hold positions of power in institutions that serve and support specific racial ethnic communities. As a designated leader and keystakeholder, this person or group of people is recognized and respected by the racial ethnic communities served along with the institution they represent and, therefore, have the power to facilitate or constrain access to communities via their institutions.  \nWe name these dimensions (communities, institutions, and CPs) within this brief as necessary and important for understanding the ideas shared by the CPs interviewed. When referencing communities, our CPs reference racial and ethnic groups embedded within institutions. Therefore, all recommendations put forward represent strategies K–12 STEM education researchers should consider when seeking to establish authentic partnerships with communities and their institutional proxies. Formulating a relationship with an institution (e.g., school district) does not guarantee an authentic and equitable  \n3 |","cbCail01yiDKmWV9","https://ap.wps.com/l/cbCail01yiDKmWV9","pdf",274137,16,"English","# Introduction\n## Considerations","[{\"question\":\"How does the brief define community partnerships in STEM education research?\",\"answer\":\"It operationalizes community partnerships using two dimensions: communities as groups organized by shared demographic identities and communities as represented through institutions such as universities, school districts, K–12 schools, and NGOs.\"},{\"question\":\"What role do community partners (CPs) play in facilitating authentic partnerships?\",\"answer\":\"CPs are designated leaders and key stakeholders who hold power within institutions serving specific racial and ethnic communities, helping to facilitate or constrain access to communities through institutional roles.\"},{\"question\":\"Who is the brief intended for and what recommendations does it support?\",\"answer\":\"The brief targets K–12 STEM education researchers at academic and research-focused institutions and NSF DRK–12 grant reviewers, offering strategies to assess and establish partnerships that are meaningful, authentic, and equitable.\"}]","Strategies for Fostering Authentic Community Partnerships in STEM Education Research - 2024 | PDF",1792049164]