Infrastructures to Support Equitable

STEM Learning Across Settings

William R. Penuel, Tiffany L. Clark, and Bronwyn Bevan

STEM learning is a process that unfolds through dynamic how youth navigate those opportunities. The field could
promote equity, the report suggested, both by addressing
interactions over time and across settings. Formal educa-
gaps in the STEM learning ecosystem and by connecting
tion in schools is not the only—or necessarily the most youth from underrepresented groups—girls, for exam-

significant—context for STEM learning.

Important opportunities also occur in out-of-school WILLIAM R. PENUEL, PhD, is a professor of learning sciences and
time (OST), including during designed programs before human development at the University of Colorado Boulder. His re-
and after school, through the support of mentors, and via search focuses on design, implementation, and evaluation of equity-
focused innovations in science and mathematics education. He is also
online communities (Adams, Gupta, & Cotumaccio,
interested in models for relating research and practice, especially long-
2014; Bell, Tzou, Bricker, & Baines, 2012; Ito et al., term research-practice partnerships. He is coauthor of the forthcoming
2013). Collectively, these opportunities make up a book Cultivating and Sustaining Research-Practice Partnerships.
“STEM learning ecosystem,” which comprises the inter- TIFFANY L. CLARK, PhD, is a research scientist in the School of
actions among learners, the settings in which learning Education at the University of Colorado Boulder. Her work focuses
occurs, and the learners’ communities and cultures on research-practice partnerships in STEM education. She also stud-
(National Research Council, 2015, p. ES-2). ies how youth engage in science across their lives and collaborates
with practitioners to develop science curriculum that values students’
Advancing equity in STEM requires providing young
everyday knowledge and experiences.
people of all backgrounds with a rich array of resources
BRONWYN BEVAN, PhD, is a senior research scientist at the Univer-
for learning across the multiple settings of their lives—in sity of Washington. Her research examines how formal and informal
school, in community organizations, in neighborhoods, STEM learning opportunities can be organized to broaden participa-
in families, and in online communities. A recent National tion in science and advance equity in education. She served on the
Research Council (2015) report called out the need to National Research Council’s Committee on Out-of-School Time STEM
map learning opportunities in communities and explore Learning and is on the editorial board of Science Education.
ple, and African-American, Latino/a, and Native youth— 3. Engage young people in building stories, imaginative
to existing opportunities. The report also called for worlds, and artifacts that make connections and have
building a lasting “STEM learning infrastructure” (p. meaning across learning settings
ES-2) to address inequities that limit the access of youth 4. Help youth identify with the learning enterprise by
from underresourced communities to STEM careers and supporting and naming them as contributors to
academic pursuits (National Research Council, 2015). authentic endeavors
This paper outlines principles for building a diverse 5. Intentionally broker youth learning across settings,
and connected ecosystem and the features of a STEM including preparing educators and family members to
learning infrastructure to promote equity. Our recommen- be brokers
dations are derived from a review of literature on general
strategies for leveraging diversity in STEM learning and on These design principles have been applied to the
specific programmatic efforts to promote young people’s development of learning opportunities, but they have
learning across settings. The research on equity shares a not been widely tested as a set. Rather, they are useful
premise that diverse everyday experiences are a resource guides that can be verified through empirical study and
for—rather than a barrier to—young people’s learning then refined or even dropped (Bell, Hoadley, & Linn,
(Gutiérrez & Rogoff, 2003; Nasir, Rosebery, Warren, & 2004). These five design principles are intended to serve
Lee, 2014). The goal of STEM education, then, should be as provisional guides to be tested and refined over time
not to eliminate perceived deficits in students, their fami- through research and development.
lies, or their communities, but to find connections between
each of these and disciplinary Draw on Values and Practices
knowledge and practices (Warren, to Articulate Shared Learning
Ogonowski, & Pothier, 2003).
The goal of STEM Goals
Because the literature on The first design principle for equi-
programs that make explicit education, then, should be table STEM learning is to draw on
attempts to promote learning across not to eliminate perceived values and practices from multiple
settings is relatively new and sparse, deficits in students, their settings to articulate shared learn-
we sought to identify programs that families, or their ing goals and to identify resources
were grounded in this premise and that can help to meet those goals.
that had some evidence of positive
communities, but to find Educational design research
youth outcomes. Our review connections between each typically focuses on a single learn-
included designs that show at least of these and disciplinary ing environment. Designing for
some promise of expanding youth knowledge and practices. inclusive learning across settings
access to STEM learning in and requires diverse perspectives on
across settings. The result is a set of learning goals, challenges, and
principles for designing equitable resources to be leveraged; for
STEM learning ecosystems and a corresponding set of example, practices for supporting learning are organized
infrastructures necessary to support such systems. differently in families than in schools (Rogoff et al.,
2007). Afterschool programs need to understand young
Design Principles to Support Equitable people’s cultural norms in order to use those norms as
Learning Across Settings learning resources. To do so, they must build relation-
Our literature review revealed five design principles for ships with communities and families (Brown & Nicholas,
translating ideas about equitable STEM learning ecosys- 2012).
tems into program structures. To promote equitable An example of an effort to draw on local communi-
cross-setting learning, afterschool programs must: ties’ values and practices to support STEM learning is the
1. Draw on values and practices from multiple settings to Ethno E-textile project (Kafai, Searle, Martinez, &
articulate shared learning goals and to identify resourc- Brayboy, 2014). The project used electronic textiles and
es that can help to meet those goals local Native American crafting and sewing practices to
2. Structure partnerships so that multiple stakeholder help students learn about engineering and computing.
groups can co-design initiatives to promote learning The project involved close collaboration among research-
across settings ers, a teacher, and members of the local cultural resources

Penuel, Clark, & Bevan INFRASTRUCTURES TO SUPPORT EQUITABLE STEM LEARNING ACROSS SETTINGS 13
department to identify links among computing practices, participatory action research (Hermes, 1999) that fully
craft practices, and local knowledge. engaged the indigenous communities. The approach
The researcher-facilitators explicitly drew out the included input from local elders, support from tribal
computational principles already present in local crafting institutions, use of traditional language, respect for
cultures. They challenged youth to reflect on how cultural values, and broad community participation in
computation could be useful in their community and the research activities. The inclusion of stakeholder
reflect their own interests and identities. Creating designs groups throughout the research and development process
that reflected their hybrid experiences in both Western was vital to the design of learning across settings and the
and indigenous communities, students easily connected successful youth outcomes the researchers documented
the e-textile project and their Native Arts class. This proj- (Bang & Medin, 2010). Promoting equitable cross-
ect underscores how community value systems can setting learning should not be the job of just one person
provide a context for learning about computing while or organization. Partners working across settings need to
linking home and school spaces (Searle & Kafai, 2015). make sure many voices are involved.

Involve Stakeholders in Co-Design Make Connections Across Settings

The second design principle is to structure partnerships The third design principle for equitable STEM learning
so that multiple stakeholder groups can co-design initia- suggests that afterschool programs engage young people in
tives to promote learning across settings. Co-design in building stories, imaginative worlds, and artifacts that make
education is a highly facilitated process that engages connections and have meaning across learning settings.
people who have diverse expertise in designing, develop- Our literature review uncovered several afterschool
ing, and testing educational innovations (Penuel, programs that have engaged participants in co-constructing
Roschelle, & Shechtman, 2007). In structuring partner- narratives that have significance in multiple settings.
ships to support equity, leaders must consider not only Transmedia storytelling (Jenkins, 2010) is a design
which stakeholder groups need to approach for creating a single story
be involved, but also the history of that audiences or learners can
these groups’ relationships. experience across different media.
Inequities can be perpetuated when
Inequities can be It typically involves building an
designers presume that everyone perpetuated when imagined world in which plots
can and will participate equally designers presume that unfold across various media as
despite a history of disenfranchise- everyone can and will participants not only identify with
ment of people from nondominant
participate equally despite characters but also add to the
communities. narrative itself. Participants can
A collaborative effort led by a history of shape the story by adapting it in
Megan Bang and colleagues (Bang, disenfranchisement of their own creative writing, as is
Medin, Washinawatok, & Chapman, people from nondominant common in fan fiction (Chandler-
2010) with the Menominee people communities. Olcott & Mahar, 2003).
in rural Wisconsin and with Native Transmedia storytelling is
people living in Chicago illustrates increasingly common in the enter-
this intentional approach to tainment sector. In recent years,
co-design that accounts for historical inequities. This part- educational broadcasters have begun to use transmedia
nership aimed to increase the science achievement of storytelling to design cross-setting innovations for chil-
Native American students and their representation in dren. An example is a set of interventions to promote
science-related professions while deepening students’ low-income children’s mathematics and science learning
“community-based ways of knowing,” which reflect indig- (Pasnik & Llorente, 2013; Penuel et al., 2010). The
enous scientific epistemologies (Bang & Medin, 2010, p. preschool-based interventions used public television
1009). programs targeting four- and five-year-olds, offering
Countering the long history of research conducted guided viewing of programs, game play, and hands-on
in indigenous communities without consideration for activities to promote specific learning goals in mathemat-
cultural values and without involving the communities ics and science. Because the programs appeared on
in the research, Bang and colleagues designed a form of broadcast television and the interventions included

14 Afterschool Matters, 24 Fall 2016

resources for parents, families could extend their chil- A good example of designing for identity develop-
dren’s learning at home. More parents in the intervention ment is Green Energy Technologies in the City (GET
group reported that their children talked with them City) at the Boys & Girls Club in a Midwestern city
about ideas in the science curriculum than did parents of (Calabrese Barton & Tan, 2010). The program serves
children who were not part of the intervention group primarily middle-school-aged youth from nondominant
(Penuel et al., 2010). communities. As in many other science programs in or
outside schools, youth learn how to engage in key science
Name Youth as Contributors practices, such as planning and conducting investiga-
The fourth design principle for cross-setting STEM learn- tions, analyzing and interpreting data, and communicat-
ing is to help youth identify with the learning enterprise ing scientific information. Unlike many other science
by supporting and naming them as contributors to programs, however, GET City gives youth a considerable
authentic endeavors. Learning always involves becoming say in the activities: Adult staff regularly enlist them to
a certain kind of person, that is, developing an identity. co-plan activities and then adjust course when youth
Identity development involves appropriating, or “making propose changes. At the insistence of the youth them-
one’s own,” the tools and practices of a discipline (Hand selves, their investigations brought them into the
& Gresalfi, 2015; Nasir, 2010). community, where they conducted
Young people who identify as street interviews about residents’
science learners are more likely Designing for identity experience of urban heat islands. The
to access science learning and to youth also presented the results of
persist and succeed in it.
development requires their investigations to city officials.
However, historical patterns of giving young people As Calabrese Barton and Tan (2010)
STEM participation exclude opportunities to contribute document, a number of GET City
women and members of particu- to authentic endeavors participants have appropriated iden-
lar racial groups, including tities as “community science experts”
and to have their
Latinos, African Americans, and (p. 21), that is, as persons who are
Native Americans. Intentionally contributions recognized. capable in science and can generate
developing positive science In authentic endeavors, evidence related to culturally rele-
learning identities is critical for young people have a say in vant environmental concerns in their
expanding equity in science the purposes of the communities.
education.
Designing for identity devel-
learning activities in one Intentionally Broker Learning
opment requires giving young setting, an experience that Across Settings
people opportunities to contrib- prepares them for action in The fifth design principle is to inten-
ute to authentic endeavors and another setting. tionally broker youth learning across
to have their contributions settings, preparing both educators
recognized. In authentic endeav- and family members to be brokers.
ors, young people have a say in Brokering refers to helping people
the purposes of the learning activities in one setting, an move from one setting into another that might otherwise
experience that prepares them for action in another be inaccessible (Ching, Santo, Hoadley, & Peppler,
setting (Ito et al., 2013; Zeldin, 2004; Zeldin, Camino, & 2015). Brokering can be as simple as telling an acquain-
Mook, 2005). Authenticity is evident when young people tance about a job opportunity, or it can involve extended,
participate in planning, take on different roles according deep interaction to help someone master a complex new
to what is needed in the activity, and think strategically work practice. Youth from low-income, immigrant, and
(Heath, 2001, 2005); authenticity also emerges when the marginalized communities may have less access to the
boundaries between school and community are blurred social networks commonly leveraged by middle-class
(Gutiérrez & Vossoughi, 2010; Polman & Hope, 2014). families to broker students’ learning across multiple
Having a say in and contributing to the organization of opportunities—internships, summer camps, and
an activity in one setting prepares youth for future activi- advanced coursework, for example (Duncan & Murnane,
ties in which they are expected to show initiative, define 2011). Because people who act as brokers often occupy
problems to be solved, and take action to solve them. positions between different networks of people and prac-

Penuel, Clark, & Bevan INFRASTRUCTURES TO SUPPORT EQUITABLE STEM LEARNING ACROSS SETTINGS 15
tices, brokering is sometimes called “boundary span- Combining Design Principles
ning” (Tushman, 1977). Effective brokering expands not Ideally, program designers integrate all five principles to
“know how” but “know who”—knowing which people or design for equitable learning across settings. For exam-
groups can provide personal or social support or have ple, a program might integrate principle 1 with principle
knowledge, skills, or resources to share (Wellman & 5 by encouraging facilitators to elicit youths’ values and
Frank, 2001). interests and then link them to activities in the commu-
Having a broker can be important to getting a job in a nity. The same program could recognize youths’ accom-
STEM field. Brokers help young people navigate educa- plishments in those activities through a digital badge
tional requirements, bureaucratic procedures, and implicit system that is shared across multiple partner institutions,
expectations regarding successful integrating principle 2 and 4. The
career pathways (Stevens, O’Connor, badge system could integrate prin-
Garrison, Jocuns, & Amos, 2008). ciple 3 by using a story or “path-
In addition to “know who,” broker- In addition to “know way” metaphor to encourage youth
ing requires “know where”—know- to pursue more and more challeng-
ing networks of people and places
who,” brokering requires ing activities.
where learners can pursue deeper “know where”—knowing
learning, whether in formal educa- networks of people and Supporting Infrastructures
tional settings, work, play, or civic places where learners can for Learning Across Settings
institutions. To implement the five cross-setting
Programs like the Lang
pursue deeper learning, equity-oriented design principles
Science Program at the American whether in formal outlined above, programs need to
Museum of Natural History, which educational settings, work, build supporting infrastructures
helps to broker access to STEM play, or civic institutions. that can connect organizations and
fields for underrepresented communities (National Research
groups, are purposeful about Council, 2015). Supporting infra-
building personal and institutional structures are “behind-the-scenes”
links among middle and high schools, community material resources and processes that are critical to the
colleges, and four-year schools (Adams et al., 2014). functioning of any learning ecosystem; they must be
Lang participants commit to seven years of work at the built and maintained over time.
museum, where they have opportunities to engage in Focusing on infrastructures is critical to diagnosing
ongoing research in fields such as zoology, genetics, inequity and promoting equity (Hall & Jurow, 2015). By
paleontology, and astrophysics. The program is an making visible the infrastructures that enable many
intentional effort to support youths’ long-term engage- economically advantaged youth to pursue coherent
ment by developing initial interests in STEM, fostering STEM learning opportunities, we can see what must be
STEM-linked identities, brokering access to high school put into place to provide such opportunities to youth
and college opportunities, and ultimately supporting from underresourced communities. Most infrastructures
pursuit of STEM careers. The Lang program team are largely invisible; it takes deep investigation to expose
engaged in a retrospective analysis (Adams et al., 2014) the work infrastructures do, let alone to redesign them.
to understand how long-term participation in such Yet this redesign is a core task of systems change. The
OST programs shapes young women’s interest, motiva- design principles outlined above require new infrastruc-
tion, and ability to pursue and persist in STEM majors. tures to support equitable learning across settings.
Preliminary findings from a retrospective study of six
alumnae show that the program played a significant Adequate Material Resources
role in the young women’s STEM identities and career One reason advantaged youth can pursue varied STEM
trajectories. The program brokered access to the museum learning opportunities is that their families can afford to
itself, to science subjects that likely would otherwise pay for extracurricular programs, while lower-income
have been inaccessible, and to science professionals families cannot (Duncan & Murnane, 2011). Most of the
who broadened the young women’s awareness of the initiatives described above were funded by grants and
variety of science-related professions. therefore were accessible to low-income participants
because participation was free.

16 Afterschool Matters, 24 Fall 2016

 Resources are needed to support both programs and Systems for Linking Youth to Opportunity
families. Very little grant funding supports scaling and One of the greatest challenges to STEM equity is lack of
sustaining programs. Unstable funding for informal orga- access to OST opportunities that would allow youth to
nizations may limit their ability to plan, staff, and sustain discover or deepen their STEM interests. One reason is that
innovations. Further, research suggests that one reason neighborhoods vary in the abundance and diversity of youth
young people from lower-income families suspend programs they offer (Kehoe, Russell, & Crowley, 2016).
pursuit of STEM interests is that they lose access to mate- The Chicago City of Learning is a citywide partnership
rial resources, such as transportation or computers, that in which more than 170 organizations engage young
support their participation (Van Horne, Van Steenis, people in roughly 4,000 OST activities, many of which
Penuel, & DiGiacomo, in press). Promoting equity involve STEAM (STEM and arts) learning. The program’s
means providing funding to sustain programs and to website enables youth and their families to identify activi-
lower or eliminate the costs of ties based on their interests. The
participation for low-income youth. website is also used to recognizing
One solution is for cities and states youths’ accomplishments in OST
to provide base funding for equity- One of the greatest programs, recording digital badges
focused STEM initiatives. challenges to STEM equity such as Science Research, Robot
Instructions, and Peer Mentor.
Support for Parents
is lack of access to OST Researchers have used the site’s data
Middle- and upper-income parents opportunities that would to map the locations of STEAM
often play a wide variety of roles in allow youth to discover or programs and to identify neighbor-
supporting their children’s learn- deepen their STEM hoods where more opportunities are
ing, including brokering access to needed (Pinkard et al., 2016). This
interests. One reason is
OST opportunities. Beyond broker- research builds on smaller-scale
ing, parents can play many differ- that neighborhoods vary in studies that underscore the trans-
ent roles in supporting their chil- the abundance and portation challenges low-income
dren’s STEM-related learning, from diversity of youth youth face in accessing OST learn-
collaborator to teacher to co- programs they offer. ing opportunities (Chin & Phillips,
learner (Barron, Martin, Takeuchi, 2004). The partnership is using the
& Fithian, 2009). Lower-income researchers’ maps to explore where
parents may need support to learn to expand opportunities for youth.
to take on these roles. Designing opportunities for parents
to participate with their children in STEM learning activi- Partnerships and Coalitions
ties holds promise as a means of expanding parents’ Long-term partnerships among organizations in a
repertoires for supporting their children’s learning community and coalitions that advocate for access to
(Roque, Lin, & Luizzi, in press). Additionally, intentional educational opportunities can be an important part of a
efforts to raise parent awareness of learning opportunities supporting infrastructure for equitable learning opportu-
that can allow their children to persist in STEM activities nities across settings. The Hive Learning Networks,
may be a crucial part of a robust learning ecology. active in several cities including New York and Pittsburgh,
are an example of partnerships among youth organiza-
Strong Ties Among Organizations tions that focus on enhancing interest-related learning
Strong social relationships and links among organiza- opportunities (Larson et al., 2014). At Hive meetings,
tions in neighborhoods are important for educational organizations share strategies and engage in joint design
attainment in schools (Johnson, 2012). They are also work to build new pathways for youth. Community-
important resources for brokering access to opportuni- wide partnerships can facilitate young people’s access to
ties in STEM. In order to broker young people’s access to learning opportunities across settings; when organiza-
new STEM learning opportunities, adults need to know tions collaborate, they can design pathways for develop-
about the opportunities (Ching et al., 2015). Adult lead- ing deeper and deeper expertise in an area (Falk et al.,
ers’ own community ties to other adults with relevant 2016). Coalitions and advocacy organizations can also
expertise are important sources of such information. build a broad base of support for expanding opportuni-
ties for youth (Renée, Welner, & Oakes, 2009).

Penuel, Clark, & Bevan INFRASTRUCTURES TO SUPPORT EQUITABLE STEM LEARNING ACROSS SETTINGS 17
Designing Learning Opportunities and Building Applying these design principles to promote equity
Supporting Infrastructures and building supporting infrastructures to link youth to
The examples in this paper illustrate the possibilities for new opportunities will help to expand STEM learning
designing equitable STEM learning opportunities across opportunities for all youth.
settings. They elaborate on a vision presented in the
2015 National Research Council report, which calls for References
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