Welcome to the DEIA Resource Library!
As part of our commitment to building the capacity of current ITEST projects and increasing the cultural and geographical representation of ITEST PIs and populations served, STELAR formed the Diversity, Equity, Inclusion & Accessibility Working Group (DEIA WG) in early 2024. The DEIA WG is comprised of a set of five nationally recognized experts who provide recommendations on how STELAR integrates DEIA principles into our work and how we can support the wider ITEST community with relevant research. Read more about the advisors at stelar.edc.org/our-advisors.
The 40 resources listed below were suggested by the DEIA WG as particularly relevant to the work of the ITEST community. We invite you to learn from, incorporate, and build on these works. For additional resources visit our main library: stelar.edc.org/resources.
Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S.
This article utilizes speculative and visual storytelling alongside interdisciplinary research on artificial intelligence (AI) and algorithmic oppression to engage in a thought experiment on how literacy studies might refuse the oppressionist logics currently undermining the possibilities of AI in literacy education.
The COVID-19 pandemic forced much of schooling online and limited students’ access to informal learning opportunities such as afterschool programs. The purpose of this study was to investigate how fourth- and fifth-grade students engaged in an online engineering program and what factors influenced their engagement.
STEM, STEAM, Make, Dream explores the ways that science, technology, engineering, and mathematics can transform all young people’s lives through learning. This includes reimagining our collective relationship to STEM by presenting it as more accepting and accessible than previously acknowledged. Beginning with the ways that STEM has been used to marginalize many children, the book examines the need for the arts – including culture – to serve as an anchor for instruction.
Purpose – This paper aims to center the experiences of three cohorts (n ¼ 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.