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Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation


Edited By Joy Barnes-Johnson and Janelle M. Johnson

STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources.

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Section Two: Engagement: Extended Learning Opportunities


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Extended Learning Opportunities

Section Two of the volume focuses on Engagement. Keiler and Robbins’ Chapter Four analyzes a program that works with both students and teachers, and specifically examines the nature of relationships between students and teachers. The program leverages peer leadership by middle performing students to transform classroom environments and student outcomes in STEM classes and dramatically improve college readiness. Teaching Assistant Scholars serve as peer instructors and become more effective students themselves through a specially designed course, while teachers lead and assess an instructional team that enables student success. A two-year professional development model supports teachers as they shift their practice and develop new skills in order to facilitate positive STEM learning experiences for all students. Students enter a pipeline to college that consists of internships, advanced courses, and bridge to college mentoring.

In Chapter Five, Xu, Newton, Turrin, and Vincent theorize strategies that have been effective in engaging non-dominant students in a summer field research experience. The authors present a science mentoring practice deeply rooted in two distinct local cultures: the Lamont-Doherty Earth Observatory (LDEO: a globally-recognized earth/environmental science institute), and mostly poor and working class NYC public school students. The program was developed slowly over time, becoming larger, more institutionalized, and sustained with support from private foundations and federal agencies. Program outcomes are deemed successful ← 93 | 94 → in meeting its mission, with 100% of alums college bound and more than...

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