Chapter Highlights

The following points outline a community-centred perspective on STEM education, emphasising the role of sociocultural contexts, student identity, and theory-driven practices in supporting meaningful and sustainable participation in STEM.

• Challenging Deficit Beliefs – The practice of science is often portrayed as an isolated pursuit, inaccessible and disconnected from broader community involvement. While this master narrative continues to shape perceptions of scientific work, this chapter challenges the assumption that science operates independently from community contexts.
• Guiding Questions – This chapter interrogates key questions, including: What community roots enable students to flourish in their STEM programs? In what ways do students nurture these roots through their STEM education? How can STEM education programs support student thriving through intentional community engagement?
• Community Connections as Roots – Existing literature highlights community engagement as a vital yet frequently overlooked component of STEM education. Using an ecological metaphor of roots, the chapter conceptualises students’ communities as critical foundations that ground and sustain scientific interests, identities, and altruistic aspirations. This foundation of support enables students to develop enduring and socially meaningful engagement with STEM.