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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.

"From curriculum to community, this volume illustrates the power of the STEM approach. Far more than an integration of subjects, STEM implies empowerment. Problem solving in classroom contexts nurtures innovators in society. The diverse contributions here can inform every stakeholder who cares about equity and social justice." —Juliana Texley, NSTA Past President 2015

"Despite over 40 years of concerted efforts to broaden participation in the fields of Science, Technology, Engineering, and Mathematics (STEM), the chronic underrepresentation of certain groups in these fields is leaving gaping shortages in the growing demand for technical talent. This edited volume demonstrates how to catalyze a transgressive educational reform revolution that ruptures prevailing norms and leverages the strengths of all stakeholders including those who would benefit most from the reforms. The National Society of Black Engineers, one of the largest student-governed associations based in the United States, wholeheartedly endorses this work as it aligns directly with our mission and strategic plan to triple the number of Black engineers the nation’s colleges and universities graduate annually by 2025. A STEM-prepared, confident, and diverse high school graduate is on a glide path to become a successful, secure, and culturally-responsive engineering graduate who is then equipped to solve complex challenges. This volume brilliantly provides the key frameworks, strategies, and best practices to achieve these ends at scale." —Karl W. Reid, Executive Director, National Society of Black Engineers

"This volume presents a series of responsive and innovative approaches that expand minoritized students’ opportunities to learn STEM. Drawing on bell hooks’ vision of transgressive practice, the volume includes chapters that blend theory and practice across a variety of educational contexts, and the editors synthesize them to put forth a framework for Transgressive STEM Teaching. What is also particularly notable is the way the book integrates deeply personal stories throughout the book. As such, the text itself embodies a pedagogy of vulnerability, a transgressive STEM practice and marginalized discourse in STEM and STEM education. I highly recommend this book for teachers, administrators, researchers, and community partners." —Sara Tolbert, Associate Professor of Science Education, University of Arizona