Involving Girls Early in STEM for Sustainable Development
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Placemaking refers to a collaborative process of shaping the public realm in order to maximize shared value and facilitate use, paying particular attention to the physical, cultural, and social identities that define a place. Physical, cultural, and social value of a place are related to the concept of sustainable development. Placemaking is increasingly salient to physical, cultural, and social disciplines, yet the topic has received scarce attention within the realm of sustainable development especially concerning girls in Science, Technology, Engineering and Mathematics (STEM) education. In particular, this framework is invoked to understand communal goal processes as proximal motivators of decisions to engage in science, technology, engineering, and mathematics. STEM fields are not perceived as affording communal opportunities to work with or help others, and understanding these perceived goal affordances can inform knowledge about how to involve girls early to make their career path easier later in life. This chapter offers substantive responses to that gap. First, placemaking is introduced and defined, and a framework is proposed for encouraging girls in STEM using placemaking to advantage especially in libraries, resource centers, and schools. Implications for using the framework are considered, including the centrality of the concept to and recommendations to advance practice in this regard for sustainable development in the education sector.
KeywordsPlacemaking Girl’s education STEM Sustainable development
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