Perceptions matter: Factors contributing to successful STEM education in a Title I school district

The purpose of this research study was to examine the perceptions of STEM teachers on the factors contributing to successful STEM education in a Title I school district. A sample of educators who earned their degree in STEM fields and teach STEM related coursework in their district were interviewed and observed. The educators were interviewed to provide a more in-depth understanding of teachers’ perceptions regarding effective implementation of STEM education, teachers’ perceptions regarding key components influencing effective implementation of a STEM education program, and how teachers’ perceptions affect equity in STEM education. Teachers’ perceptions regarding effective implementation of STEM education in a Title I school district are affected by early implementation of STEM education, knowledge of the Engineering Design Process (EDP), STEM integration through application, and STEM program support staff. The EDP was a common theme which emerged from the teachers’ perceptions concerning the implementation of STEM. All participants perceived self-monitoring and reflections as key components for implementing STEM education. This study revealed an equitable learning environment is key for equity in STEM education. Finally, most participants agreed access to resources promotes equity in the STEM program environment and access to resources needed within STEM education levels the playing field in STEM.