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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.
List of contents
List of Illustrations ix - List of Tables - List of Contributors - Acknowledgements - List of Abbreviations - Joy Barnes-Johnson and Janelle M. Johnson: Introduction - Section One: Standards and Pedagogy: Applying Research to Practice - Joy Barnes-Johnson: 21st c LEASE: Language of Equity and Access to STEM Education - Edmund S. Adjapong: Hip-Hop Pedagogy as a Framework to Support the Development of Science Geniuses - Christian Konadu Asante/Jacqueline DeLisi/Megan McKinley/Michael Barnett: Seeding the Future: Social-Justice Driven STEM Education - Section Two: Engagement: Extended Learning Opportunities - Leslie S. Keiler/Kathleen Robbins: New Roles and Relationships in Urban STEM Learning Environments: How the Peer-Enabled Restructured Classroom Enhances Equity and Access - Cassie Xu/Robert Newton/Margaret Turrin/Susan Vincent: Early Engagement in Research as a Tool for Broadening Science Participation - Srinjita Bhaduri/Alexandra Gendreau/Varsha Srikanth Koushik/Tammy Sumner/John Ristvey/Randy Russell: Promoting Middle School Students' Motivation and Persistence in an After-School Engineering Program - Section Three: Transformation: Transgressive Practices along the Journey - Joy Barnes-Johnson: Engaged Interdisciplinary Literacy: Research and Practices of Secondary STREAM - Gretchen E. L. Suess, Joanna Chae, and Sharon Lewis: Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes - Janelle M. Johnson, Roland Schendel, Elizabeth McClellan Ribble, and Hsiu-Ping Liu: Institutional Capacity Building for STEM Teacher Education at an Urban Commuter University - Joy Barnes-Johnson and Janelle M. Johnson: Implications and Conclusions - Appendices - Index - Conceptual Framework Theorists Index.
About the author
Joy Barnes-Johnson (Ph.D in urban education, Temple University; M.Ed. in curriculum and instruction; B.S. in chemistry) is the founder of EMC2 Group LLC, an education consulting firm, and currently works as a high school science teacher.
Janelle M. Johnson (Ph.D. in teaching, learning, and sociocultural studies, University of Arizona; M.Ed. in language, reading, and culture; B.S. in elementary education/teaching English as a second language) is Assistant Professor in STEM teaching and learning, secondary teacher education at Metropolitan State University of Denver.
Summary
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.
Report
"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
