Exploring STEM Educators' Advocacy and Role Identities in North Dakota

In this study, we will examine the challenges faced by STEM (science, technology, engineering, and math) educators in North Dakota, particularly how they perceive their roles and advocate for STEM education. Across the U.S., there is a growing STEM education crisis, exacerbated by a shortage of qualified teachers, especially in rural areas like North Dakota. This shortage impacts the quality of education and the opportunities available for students to succeed in STEM fields. We will apply the Communication Theory of Identity (CTI) to understand how North Dakota’s STEM educators shape their professional identities and communicate their roles. This theory examines identity through four frames: personal (how educators perceive themselves), enacted (how they express their identity through their actions), relational (how their relationships influence their identity), and communal (how the community influences their identity). We will interview STEM teachers in North Dakota to explore how they manage the challenges they face and how they advocate for improved STEM education. By gaining insight into their experiences, we intend to offer recommendations that can inform policy and enhance professional support systems for STEM teachers, ultimately aiming to improve STEM education outcomes and build a stronger support system for educators in rural areas.
Keywords: identity, occupational branding, STEM, education