RT Journal Article
SR Electronic
T1 Spatial inequalities leave micropolitan areas and Indigenous populations underserved by informal STEM learning institutions
JF Science Advances
JO Sci Adv
FD American Association for the Advancement of Science
SP eabb3819
DO 10.1126/sciadv.abb3819
VO 6
IS 41
A1 Short, Rachel A.
A1 Struminger, Rhonda
A1 Zarestky, Jill
A1 Pippin, James
A1 Wong, Minna
A1 Vilen, Lauren
A1 Lawing, A. Michelle
YR 2020
UL http://advances.sciencemag.org/content/6/41/eabb3819.abstract
AB Informal learning institutions (ILIs) create opportunities to increase public understanding of science and promote increased inclusion of groups underrepresented in Science, Technology, Engineering, and Math (STEM) careers but are not equally distributed across the United States. We explore geographic gaps in the ILI landscape and identify three groups of underserved counties based on the interaction between population density and poverty percentage. Among ILIs, National Park Service lands, biological field stations, and marine laboratories occur in areas with the fewest sites for informal learning opportunities and have the greatest potential to reach underserved populations, particularly in rural or high poverty counties. Most counties that are underserved by ILIs occur in the Great Plains, the southeast, and the northwest. Furthermore, these counties have higher Indigenous populations who are underrepresented in STEM careers. These unexpected geographic gaps represent opportunities for investments in ILI offerings through collaborations and expansion of existing resources.