Educational Equity and Informal STEM Field Trip Programming

Informal STEM field trip programming is a large, yet under-researched area of the education landscape. Informal STEM education providers are often serving a more privileged section of society, leading to a risk of perpetuating inequalities seen throughout the education landscape. In an attempt to address the lack of research, this thesis explores the relationship between educational equity and informal STEM field trips. The intention was to collect data using a critical ethnography approach to the methods of qualitative questionnaire and interviews of informal STEM educators. A change in circumstances from the global pandemic of COVID-19 caused a shift in this research plan. A combination of a Critical Pedagogy theoretical framing, review of existing literature, themes from the limited data, and reflection from the pandemic, creates an argument for an increased focus on educational equity within informal science education field trip programming. This thesis particularly highlights the need to address white supremacy in informal education. The hope is that this thesis can serve as an instigator for future research and a resource for informal education practitioners.