This article presents the curricular framework for a social justice driven STEM curriculum (i.e., STEMJ) within an out-of-school time program for Boston Public high school students (i.e., College Bound) at Boston College. Starting with a discussion of the authors’ ideological positionality within critical social justice discourses, the authors share how Bronfenbrenner’s (1994) General Ecological Model provides a conceptual framework for operationalizing social justice inquiry with and through STEM. Positioning this curriculum within the College Bound program’s overall design gives readers a