Abstract
As the emerging field of equity in STEM education continues to grow, debates surrounding how to best serve populations with historically restricted access and successful outcomes within the STEM fields is growing as well. In this article, a group of doctoral students who took a course titled Equity in STEM Education and discusses their takeaways regarding the literature discussed in the course. The topics covered in this article will center around Gutiérrez’s (2007) equity framework of power, identity, access, and achievement. Through the lens of the equity framework, the dimension of power will be used to present discourse on the sociopolitical turn in STEM education. Identity will be used to explore debates on race, poverty, gender, and sexuality within STEM equity and education. Access will be used to examine discussions on students’ ability to achieve STEM equity in rural settings and within specific domains such as computer science. Finally, achievement will be used to explore arguments on both sides of the achievement gap research. To conclude, we urge researchers, educators, and policymakers to listen and act upon the work of contemporary scholars in order to achieve an equitable STEM education system.
Reference91 articles.
1. Achieve. (2013). Next Generation Science Standards: For states, by states. https://www.nextgenscience.org/
2. Adams, R., & Farnsworth, M. (2020). Culturally responsive teacher education for rural and Native communities. Multicultural Perspectives, 22(2), 84–90. https://doi.org/10.1080/15210960.2020.1741367
3. Ataide Pinheiro, W. (2021). Dismantling the ‘all-boys club’ a narrative of contradictions women experience in PhD mathematics programs: A Freirean approach. International Electronic Journal of Mathematics Education, 16(3), 1-13. https://doi.org/10.29333/iejme/11090
4. Ataide Pinheiro, W. (2022). At the intersections: Queer high school students’ experiences with the teaching of mathematics for social justice (Order No. 29320623) [Doctoral dissertation, Indiana University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/dissertations-theses/at-intersections-queer-high-school-students/docview/2714474666/se-2
5. Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K–12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54. https://doi.org/10.1145/1929887.1929905
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献