Elizabeth R Goldberg, Taylor Kirkpatrick Darwin, Jesus S. Esquibel, Samanthia Noble, Miranda Mullins Allen, Weverton Ataide Pinheiro
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Contemporary Debates on Equity in STEM Education: Takeaways From a Doctoral Seminar in Equity in STEM Education
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.
期刊介绍:
The editorial policy of'' the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) is to disseminate, as widely as possible, high quality research findings and well written articles on Curriculum Studies; Teacher Education; Education for Development; Mathematics Education; Science Education; Design & Technology Education and Computer Education. Articles that promote the understanding of curricular policy and diverse socio-cultural issues and those which stimulate epistemological and methodological debates are welcome. The editorial board welcomes articles that will contribute to the overall development of science, mathematics, technology and environmental education in Africa.