Author Information
Narasimha Shashidhar, Sam Houston State University, United StatesCihan Varol, Sam Houston State University, United States
Amar Rasheed, Sam Houston State University, United States
Abstract
The science fair has long served as a cornerstone of K-12 education, traditionally intended to foster inquiry-driven learning and inspire the next generation of STEM professionals. However, in this paper, we argue that the conventional science fair model, while pedagogically valuable, often perpetuates and amplifies systemic inequities related to socioeconomic status, parental capital, and access to mentorship. These barriers create an uneven playing field that disadvantages students from underserved and marginalized communities, thereby ultimately undermining the science fair’s core educational mission. Our analysis explores the systemic challenges inherent in the current format and examines innovative, equity-focused models designed to dismantle these barriers. By incorporating systemic constructs such as university-community partnerships, alternative fair formats, microgrant funding, and the integration of informal learning, we posit that science fairs can be transformed from exclusive competitions into inclusive and effective learning vehicles that unlock the scientific potential of all students. This, we hope, will be an inviting model for STEM engagement among the underserved Title I middle and high school students.
Paper Information
Conference: IICE2026Stream: Learning Experiences
This paper is part of the IICE2026 Conference Proceedings (View)
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To cite this article:
Shashidhar N., Varol C., & Rasheed A. (2026) Breaking Barriers: Expanding Science Fair Participation Among Title I Middle and High School Students ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2026 Official Conference Proceedings (pp. 165-174) https://doi.org/10.22492/issn.2189-1036.2026.16
To link to this article: https://doi.org/10.22492/issn.2189-1036.2026.16
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