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

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. As technological advancements in education will only continue to increase and as society is yet to ascertain the parameters of an ethical AI system, it is paramount to analyze the past and present and contemplate potential futures, especially those that do not result in violence

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. We drew on a four-dimensional model of student engagement to describe how students engaged in the afterschool engineering program and to identify the factors that enhanced or inhibited engagement. Using a case study design, we drew on interviews with six program mentors and ten

Background and context Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion. Objective To understand the challenges faced in facilitating an open-ended unit and the pedagogical strategies enacted to address those challenges, we analyze the self-reported teaching practices that experienced teachers developed in their implementation of a constructionist electronic textiles

American racism is deeply engrained in the nation’s ecology including its chronosystem and contributes to the nation’s unavoidably shared vulnerability. Interrogating an accurate portrayal of the nation’s history is informative for securing anti-racist research. This special issue commentary discusses the role of Spencer’s phenomenological variant of ecological systems theory (PVEST) as a means of providing an epistemic framing for disentangling and directly addressing the problem of structural racism in the conduct of science. Additionally it demonstrates the efficacy of PVEST and offers

A framework that emphasizes and integrates individuals' intersubjective experiences with Bronfenbrenner's ecological systems theory (PVEST) is introduced and compared with self-organizational perspectives. Similarities, differences and advantages of each framework are described. In a demonstration of PVEST's utility, a subset of data from the 3rd year of a longitudinal study (14- to 16-year-old middle adolescent African-Americans) is used for examining an achievement variable: negative learning attitude. Explored separately by gender, a regression model that contained risk, stress, and a

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. It also describes the need for “making” (hands-on creation and tinkering) in establishing relevance in learning. Then

Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualize learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping

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. Design/methodology/approach – Data for this study include student interviews (called “talk backs”), journal reflections and

Discover how to give African American children the education they deserve with this updated new resource In the newly revised Third Edition of The Dreamkeepers: Successful Teachers of African American Children, distinguished professor Dr. Gloria Ladson-Billings delivers an encouraging exploration of the future of education for African American students. She describes eight exemplary teachers, all of whom differ in their personal style and methods, who share an approach to teaching that affirms and strengthens cultural identity. In this mixture of scholarship and storytelling, you’ll learn how