Publication

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. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors.

Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.

Contributor(s): National Academies of Sciences, Engineering, and Medicine; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on Equity in PreK-12 STEM Education; Eileen R. Parsons, Kenne A. Dibner, and Heidi Schweingruber, Editors

Suggested Citation: National Academies of Sciences, Engineering, and Medicine. 2024. Equity in K-12 STEM Education: Framing Decisions for the Future. Washington, DC: The National Academies Press. https://doi.org/10.17226/26859.