As part of our international field experience, participants of the Teachers for Global Classrooms program were tasked with creating a guiding question. The question we developed would help frame our experience in our host country. At the symposium in Washington, D.C., we learned how the guiding question should be a way to connect our host country with the community where we teach. The best questions were those that were timely, relevant, and could be directly applied to the school environment to enrich both our teaching and learning experiences.

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As I suspected, creating my guiding question would not be easy; how could I keep it to just one! After reading about Uruguay, I was impressed by many of its accomplishments: its robust education system, the Project Ceibal laptop program, the contrast between urban and rural schools, and its extremely high literacy rate (99% versus a U.S. literacy rate of 79% - how did that happen?) Add to the questions I already have about education in the U.S. system (mental health and SEL, especially in online schools, the current state of the digital divide, and inclusivity of children with special needs), it took me a while to narrow it down. 

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I decided on a question about the digital divide; with its many rural schools and the innovative Plan Ceibal program, I believe learning how Uruguay addresses problems with equitable access to technology and the promotion of careers in STEM fields would help me address these issues in my own school. I am ashamed to say that as important as the issue is to me, I had not thought about it since my Master’s degree program. I decided that I wanted to investigate the issue in depth, and I hope that Uruguay could provide possible solutions.

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Here are my guiding questions:

My Guiding Question:
To what extent are female and rural students in Uruguay encouraged to enter and continue in STEM fields?

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Supporting Questions:

• How do schools ensure access to high-quality STEM education for students in remote or rural areas?

• Are there extracurricular programs or clubs focused on STEM that encourage participation from female and rural students?

• Are there any specific challenges in transitioning from school to higher education or careers in STEM for these students?

• What policies or institutional frameworks are in place to support the inclusion and retention of female and rural students in STEM fields?

• How do schools measure the effectiveness of these policies or initiatives?

• What role do community perceptions play in shaping these students' attitudes towards STEM, and how are negative stereotypes addressed?
   

BONUS! Back-up Guiding Questions!

• In what specific ways are inclusive practices for students with disabilities implemented within classroom settings?

• How are schools addressing the mental health needs of K-12 students, particularly in terms of early identification, intervention, and ongoing support?