STEM for All E-Book

Leena Bakshi McLean

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 578

Veröffentlichungsjahr: 2024

Beschreibung

Help close the STEM gap through theory and practical tools

Containing all of the practical tools needed to put theory into practice, STEM for All by Leena Bakshi McLean provides a roadmap for teachers, instructional coaches, and leaders to better understand the challenges that create low engagement and scores in STEM subjects and implement exciting and culturally relevant teaching plans. This book covers a wealth of key topics surrounding the subject, including classroom culture, discourse, identity, and belonging, family and community participation, and justice-centered core learning.

This book uses the Connect, Create, and Cultivate framework from STEM4Real, an organization that provides socially just and culturally relevant STEM teaching and standards-based learning strategies, combined with stories and case studies of real students throughout to provide context for key concepts. In this book, readers will learn about:

• Six pillars that can throw off the foundation of a classroom, including non-inclusive curriculum and lack of equal access
• Moments of triumph and resilience that can be used to navigate rocky and recalcitrant relationships
• Implicit and unconscious biases that can unravel our impact despite our best intentions

STEM for All earns a well-deserved spot on the bookshelves of all educators motivated to close the STEM gap and better prepare their students for future college and career opportunities in math and science fields.

Leseprobe

Table of Contents

Cover

Table of Contents

PRAISE FOR STEM FOR ALL

Title Page

Copyright

Dedication

About the Author

Acknowledgments

Foreword by Dr. Tyrone B. Hayes

Introduction

CRT, CRT, or CRT? Culturally Responsive Teaching versus Culturally Relevant Teaching versus Critical Race Theory

The STEM Equity Odometer

An Open Invitation to Reflect on Anti-Racism in STEM

PART 1: Connect

CHAPTER 1: What Is Your

Why

? Our Vision 4 Justice in STEM Education

Recognize

Dismantle

Rebuild

CHAPTER 2: Creating Your Squad: The Professional Learning Squad

Everyone Has a Culture

Culture of Power Dynamics

Crafting Your Squad

Building Collective Definitions

Finding a Seat at the Table

Building My Own Table, through STEM4Real

CHAPTER 3: Who Are My Students? The Case-Study Student Analysis

Exploring the Case-Study Student Analysis Protocol

Case-Study Student Analysis through a Universal Design for Learning (UDL) Lens

Why Are Students of Color Pushed Away from STEM?

Why Do This Part? What Does the Research Say about Case-Study Student Analysis?

A Window into the Student Is Their Family

The CASEL Framework: Social-Emotional Learning Is STEM Learning

Incorporating Cultural Relevance as a Tool for Engagement

Say My Name: Do Systems StifleRelationship Building in STEM?

Implications for Increasing the School-to-STEM Pathways

CHAPTER 4: It Takes a Village: The Families and Communities of My Context

Who Are Our Students? Leveraging Demographic Data

Data as a Storyteller

What’s Not in the Data? Conducting an Ethnographic Tour

Community Knowledge and Environmental Science

Survey of STEM Resources

STEM and Social Media

Who Is Responsible for STEM?

Expanded Learning Programs

Curriculum and Community: Consequences of Omitting the Community

Creating Access to STEM for All through Project-Based Learning

STEM through the Eyes of Community Events

PART 2: Create

CHAPTER 5: Culturally Responsive Phenomena: Standard- Hook–Society (SHS)

Think about a Moment in Your Teaching. What Worked? What Didn’t Work?

What Is Phenomenon-Based STEM?

Phenomenon versus Topic

From Phenomenon to Culturally Responsive Phenomenon

Standard

Hook

Society

What Is the

Why

behind Your Instruction?

Additional Standards to Consider

The Phenomenon Find!

Intentional Inquiry versus Activity for Activity’s Sake and Whiz-Bang Science

CHAPTER 6: Creating Justice-Centered STEM: The 3D5E Instructional Learning Sequence

The DO-KNOW-THINK Framework and 3-Dimensional Learning

Dimension 1: DO (More Than Just the Scientific Method)

Dimension 2: KNOW Core Learning Content through a Justice-Centered Lens

Dimension 3: Think across the Content with the Cross-Cutting Concepts

The Great Dreamstorm

The 5E Instructional Design

The 3D5E Instructional Learning Sequence Planner

What Culturally Responsive Teaching Is

Not

CHAPTER 7: Anticipate and Assess: Bursting the Bubble

Creating a 3D Assessment

The Do-Know-Think Frame

Brainstorm All the Ways to Elicit Student Sense-Making

What Do Students Already Know?

It’s Not about the Answer; It’s about the Question

CER and the Evidence-Gathering Organizer

Project-Based Learning

Student Voice and Student Choice

Modeling Iteration: Assess, Revise, Assess Again

The Worksheet Is Not Working: STEM Notebooking

Anticipate Student Responses

CHAPTER 8: Observe and Debrief: Opening Our Classrooms for Student Learning

Creating a Mindset for Open Doors

Creating Indicators for Observation

Forms of Data Collection

The #4Real Observation Tool: Observation in Collaboration versus Evaluation

Universal Design for Learning and Teaching for Robust Understanding

Case-Study Student Analysis: Observation Stage

Observation and Anti-Racism

Debriefing the Observation: From Evaluative to Collaborative

How Does Your Observation Connect to the Student Work Artifact?

CHAPTER 9: Diving into Student Work: How Are Students Demonstrating Their Understanding?

Recap of Our Journey: From Connecting to Creating

A Note on Equitable Grading

Grading versus Analyzing

Refer Back to Your 3D Learning Goal

Reconnect to the Lesson Debrief

Tools for Self-Assessment

Universal Design for Learning and the CAST UDL Guidelines

NGSS Evidence Statements

Metacognition

Example Meta-Strategic Questions

Analysis of Student Work as an Act of Justice

PART 3: Cultivate

CHAPTER 10: Classroom Culture, Discourse, Identity, and Belonging

Audit

Belonging

Cultivate the Culture

It’s Never Too Early for STEM!

Special Education: Co-Plan, Co-Teach, Co-Assess, Co-Conspire

Emergent Multilingual Learner (EML) Instruction and Newcomers

Alternative Populations, Community Schools, and Court Schools

Putting It All Together: Discourse: Giving Them Something to Talk About

Academic Discourse around Social Justice Issues

Discourse Connected to the Science and Engineering Practices (

Do

)

CHAPTER 11: The Culture of STEM: Indigenous and Ancestral Knowledge

Honoring Indigenous Cultures

Immerse in the Culture

Redefine the Native Narrative

Explore the Similarities and Differences

Storytelling and Wayfinding Protocol

The Nā Hopena A‘o (HA) Framework

Is the Environment Racist? Environmental Justice

Community, Culture, and Normalizing STEM

Tokenization of Indigenous Cultures

Nurturing and Creating an Authentic Sense of Belonging

CHAPTER 12: STEM Teachers Are Not Exempt: Anti-Racism, Anti-Bias, and Cultural Responsiveness

Use of Street Data versus Standardized Data to Inform and Revolutionize

Black Students Matter

Black-Escalation Effect

Changing the Narrative through Reframing

Conduct the Racial Stereotypes Activity (Modified for STEM4Real)

LGBTQ in STEM

Revolutionary STEM Teaching

Service Learning as an Act of Anti-Bias in STEM

STEM or STEAM?

Make It Happen with Maker Education

Computer Science, Coding, and AI in STEM

Hip-Hop Hooray!

Hip-Hop Ed Argumentation Protocol

Anti-Racist Collaborative Work via Student Grouping

Expanded Learning Needs to Expand

Critical Race Theory as the Boogeyman

The Systems Game

PART 4: Commit to STEM for All

CHAPTER 13: Leading and Coaching 4 JUSTICE: Transforming STEM Education

Recognizing Systemic Racism

Recognizing Situations

Dismantle Inequitable and Racist Systems

Examples of Dismantling

Rebuild

Multi-Tiered System of Support: Focus on STEM

The “Can’t Fail” Experiment: A Tool for Innovation

Questions to Ask Your Organization

Next Steps: Standards, Initiatives + Anti-Racism & Justice: You Don’t Have to Choose

STEM and Early Learning

School-to-STEM Career Pathways

Sitting in Compliance or Standing Up for Justice

A Word by Raven the Science Maven by Dr. Raven Baxter

STEM for All, #4Real

References

Index

End User License Agreement

Guide

Cover

PRAISE FOR STEM FOR ALL

Title Page

Copyright

Dedication

About the Author

Acknowledgments

Foreword by Dr. Tyrone B. Hayes

Introduction

Table of Contents

Begin Reading

A Word by Raven the Science Maven by Dr. Raven Baxter

STEM for All, #4Real

References

Index

End User License Agreement

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PRAISE FOR STEM FOR ALL

Bakshi has created a roadmap for educators who are beginning to braid together NGSS-aligned standards, principles of belonging, and culturally responsive pedagogy. She offers a call to action to find our professional learning squad so we can collectively uplevel STEM instruction to meet the needs of all students, with a steady eye on those who have been historically marginalized.

—Zaretta Hammond, teacher-educator and author of Culturally Responsive Teaching and the Brain

Dr. Leena Bakshi McLean’s STEM for All underscores the belief that every student is capable of greatness in STEM when educators truly know their learners, families, and communities and provide rigorous, engaging, student-centered learning. Her insights on rejecting one-size-fits-all curricula and embracing youth action for social justice are both practical and innovative. This book is essential for educators committed to equity and inclusion, offering clear next steps to eliminate barriers in STEM education. It is a must-read for fostering choice, voice, and societal impact.

—Katie Novak, Ed.D., educational consultant

STEM teachers and administrators need this book, especially in today’s climate of resisting conversations about racism and historical harm. Not only does this book lead the necessary conversations about barriers to effective STEM instruction, but it builds bridges with the actions necessary for personal and systemic access. This book fearlessly faces resistance head on with truths that dismantle racism and it equips readers with actionable steps that open up the doors to STEM learning for all.

—Andratesha Fitzgerald, author of Antiracism and Universal Design for Learning: Building Expressways to Success, CEO of Building Blocks of Brilliance Educational Consulting Firm

STEM for All poignantly addresses the significant gaps in access and opportunities for historically marginalized communities in the STEM field. With profound insights from Leena Bakshi McLean on the transformative value of STEM education and her guidance on changing systemic inequities in the field, we can truly pave the way forward in building a better future in STEM.

—Sara Stone, assistant superintendent of teaching and learning, Ravenswood City School District and LEAD Educational Doctoral Student at UC Berkeley

Dr. Leena Bakshi McLean’s groundbreaking work is a must-read for anyone in education who is passionate about fostering equity and justice in STEM. Her innovative approach combines rigorous STEM content with principles of culturally responsive teaching, creating pathways for all students to succeed regardless of their background. Dr. McLean’s dedication to inclusivity and her vision for a more equitable education system are both inspiring and essential for the future of our schools. This book is not just a guide; it’s a movement that invites educators to reflect, connect, and take action for justice in STEM education.

—Charles Cole, III, author of Beyond Grit & Resilience: How Black Men Impacted by the Crack Epidemic Succeeded Against the Odds and Obtained Doctoral Degrees

STEM for All as a concept is simultaneously morally right and socially just. It is also, somewhat paradoxically, aspirational and exigent. Right now, justice-centered STEM education is not equitably distributed. Dr. Bakshi wants to change that by equipping readers to begin identifying, interrogating, and interrupting stultifying, dehumanizing STEM Pedagogies. Sometimes “text” books in this vein leave you with more questions than answers. That is not the case with STEM for All as it seamlessly interweaves both the theory and the practice (praxis) in justice-centered STEM education, generally, and justice-advancing pedagogy more specifically. Therefore, the most pressing question is this: Are you in? Are you ready to reimagine your pedagogy so that it reaches all of the students you serve? Read this book and you will be imminently more prepared to do just that!

—Jeremiah J. Sims, PhD, author of Revolutionary STEM Education: Critical-reality Pedagogy and Social Justice in STEM for Black Males

In a time where terms like equity and anti-racism are misrepresented and even banned, this book stands as a beacon of clarity and commitment to fostering inclusive pathways in STEM education. This book is a must-read for anyone willing to make STEM a reality for ALL!

—Sheldon L. Eakins, PhD, author and founder of the Leading Equity Center

In this book, Leena shares the gift of helping educators find ways to elevate their pedagogy through the pursuits of connecting, creating, cultivating, and committing to a justice-centered STEM education. While expanding notions of what STEM is and its possibilities, Leena contextualizes problems of practice and offers necessary (and practical) solutions for transformative learning experiences—that center on anti-racism, disruption, and repair from historical harms. Leena reminds us that our students deserve nothing but excellence in STEM, and this book provides a pathway forward.

—Dr. Gholdy Muhammad, professor of literacy, language, and culture at the University of Illinois at Chicago

STEM for All

How to Connect, Create, and Cultivate STEM Education for All Learners

LEENA BAKSHI MCLEAN

Foreword byTYRONE B. HAYES, Ph.D

Afterword byRAVEN BAXTER, Ph.D

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This book is dedicated to every single one of my students from elementary, middle school, and high school, and to university pre-service teachers. This book is also dedicated to all the students of our STEM educators. Whether in your career or in your life as a global citizen, may you find your pathway to STEM, #4Real!

About the Author

Leena Bakshi McLean, Ed.D., is the founder of STEM4Real, a nonprofit professional learning organization committed to combining STEM and NGSS content learning with principles of justice-centered teaching methods and leadership. She has worked as an adjunct professor of teaching methods and Universal Design for Learning at UC Berkeley and Claremont Graduate University. She also serves as the Director of Multicultural Education for the National Science Teaching Association (NSTA). Leena is a sought-after international keynote speaker, global education consultant, and advisor to schools, districts, charter school, and nonprofit organizations. She is a former county- and state-level administrator and mathematics, science and health teacher. Leena is also the host of the Teaching STEM, #4Real podcast. She leads research on the intersection of equity, justice, and science/STEM education and how we can create access and opportunities for each student regardless of race, ethnicity, religion, or socioeconomic status. You can learn more about STEM4Real at www.STEM4Real.org.

Acknowledgments

I am the granddaughter of Dr. Prafulla Chandra Bakshi, Sujata Bakshi, Kollegal Lakshminarasimha Garudachar, and Lalitha Garudachar. My dad was one of three children and the only son. Thus, he was the only one sent to an English school while my aunts went to the local school in town. His education led him to Mumbai, where my mother was working as a school teacher (the apple doesn’t fall far from the tree). They eventually landed on 3rd Street of downtown Los Angeles. After my grandfather (Dr. Bakshi) passed away, my dad had to immediately fly to India, compromising his visa, and leaving his family alone for six months. I wasn’t yet born, but during that time, my mother and sister, who was five years old, experienced a terrifying home invasion, but my mother, strong as ever, screamed “Get out!” and the intruder did. By the time I arrived into this world, my parents were nestled in the suburbs of Los Angeles County. I want to acknowledge the journey, strife, and triumph that my parents have been through in seeking out greater opportunities.

My parents were convinced that I would carry on my grandfather’s spirit by becoming a doctor. That dream existed until I received my MCAT scores (although I did get a perfect score on the writing section, go figure). I took my mother’s advice to get my teaching credentials and soon after that my mother alerted me that there was an open position for an eighth-grade math and science teacher. I was hired immediately to start teaching with three weeks of school left in the year. At the time I was hired, I thought they were impressed with my powerful educational quotes of Paulo Friere and Lev Vygotsky. When I entered the classroom on my first day, I knew they were simply grateful to have a warm body to take over. The substitute who was in place briefed me on how the students had a rotation of substitutes and it has been a party all year. Some students were playing slip-and-slide using soap and water from the sink. I came home in tears. My mother said, “You better march right back in that classroom and let them know who the adult is. Call the parents. Call each and every parent and introduce yourself!” I did just that and the rest was history. After my first year of teaching at the district of my alma mater, I knew I had found my jam. It was the most magical year of growth, hardship, and celebration, and then I was laid off. The educational system can be unstable, and we lose many great educators. Somehow, I have been able to carve out a place for myself in the education spaces and I am grateful for all of my students and colleagues. I want to thank every single one of my students, who have shared their learning journeys with me and taught me something about myself each and every school year.

I also want to thank the STEM4Real team for unapologetically implementing a vision for STEM for ALL. I want to acknowledge every single STEM4Real Educator, or how we like to call them, STEM4Real Netties. Every single Netty is a proud member of the STEM4Real network of schools, districts, and charters that have engaged in professional learning. STEM4Real is not just more professional development; this is an educational movement. In this book, you will find what I call “Netty Spotlights,” which shine a light on the impact of the #4Real educators that have paved pathways for their students in STEM. The National Education Association defines a co-conspirator as someone who is compelled to take action against racism and oppression, regardless of the consequences. They sacrifice their own privilege and power in the daily battle for equity. My colleagues have served as my fellow co-conspirators. My mentor Marie Bobias Bacher put it best: “I was so quiet the first time I was in these spaces. I didn’t think I belonged. I had amazing allies who helped me gain my confidence and help me grow as a leader in STEM.” I want to acknowledge all of the administrators and leaders in education that have partnered and continue to partner with STEM4Real. It started out as a wild idea of teaching the Next Generation Science Standards (NGSS) through an equity and justice-centered lens. It has now been cemented as our motto: Standards + justice, you never have to choose!

I want to acknowledge my husband and his journey of making it. When my husband was in high school, he was labeled as “not a math person.” He was encouraged to take on labor jobs and was laughed at when he started to think about pursuing college courses in engineering. Despite the naysayers and formidable circumstances, he went on to graduate magna cum laude with a bachelor’s degree in mechanical engineering, followed by a master’s degree, and he is now pursuing his Ph.D. But here is my question: What if we had a system of education that supported and encouraged students like my husband in their pathways to STEM? He may not have understood mathematics then; however, now he’s doing graduate-level mathematics (I personally never made it passed Calculus II). Our power as educators is formidable. This is why I want to acknowledge Dr. Tyrone B. Hayes, world renowned endocrinologist from UC Berkeley and my endocrinology professor. He also serves on the STEM4Real advisory board. When I was in class one day, he posed this question: “If you want a male birth control, get more female researchers. If you want a cure for sickle-cell anemia, get more Black scientists." That quote immediately came back to me when I saw the lack of diversity in our science and STEM curricula. If our students want to get into STEM, they need to see #4Real STEM professionals that look like them. Thus, STEM4Real was born, and we wrote the first children’s book, There’s Something in the Water, which showcases the life of little Tyrone, the frog scientist. I’m grateful for my college roommate and dear friend Dr. Crystal Bray, who normalized Black in STEM and redefined the narrative against Black women. In fact, her mom also wanted to see her as a doctor. She said, “Given my background and upbringing, I realized that the physics I studied wouldn’t be immediately useful to my family or friends. So, when I started my career, I wanted to make science serviceable—to my community, family, and friends. This was to ensure that I gave back to all those who gave to me. Benefiting them with the knowledge they had sacrificed for. Although my mom wanted me to be a medical doctor, I feel like she would have been proud of me being a physicist as well.” Crystal serves on the STEM4Real Advisory Board.

This is going to sound wild, but I want to thank the few reviewers who provided their negative feedback and said that they would not recommend the publication as presented. Amidst all the positive feedback from the field, these few reviews reminded me that if achieving STEM for ALL were easy, we would be doing it already. There will be naysayers. However, when we have a broken system, we must be the curators and builders of multiple pathways to STEM. This means that we might have to completely change our mindsets on who we think belongs in STEM. If the answer is everyone, then we must build pathways where everyone has an opportunity to access STEM. I want to acknowledge my editor, Ashante Thomas, and the team at Jossey-Bass. The universe brought us together and it was no accident. I was determined to write a book on equity and STEM and, in a world full of book bans, she advocated for this work and made it happen. Miraculously, in a childcare crisis, the words came onto paper while I was juggling an infant and a toddler. Shout out to all the mamas and dadas out there! My children are the great grandchildren of a Native Hawaiian who was born with a birth certificate that displays Hawaii as a self-governing US territory and went on to become a mechanical engineer at Lockheed and taught programming courses in his spare time. It is a reminder that through the brutal histories that our ancestors experience, we can empower ourselves by leveraging STEM to create a just society.

In STEM education, an opportunity refers to any situation, program, initiative, resource, or experience that enhances learning, engagement, and achievement in STEM-related subjects and disciplines. As American economist and attorney, Roger W. Ferguson Jr. states, “When we limit the diversity in STEM, we limit the potential for discovery and advancement. Everyone should have the opportunity to contribute and excel.” This book is the result of all the opportunities and platforms I have had thanks to the footsteps of our ancestors. As I traversed from teacher to instructional coach to administrator to university professor to nonprofit founder, I have been privileged to see education from multiple seats. I’m still growing and reflecting on my own journey, and I thank you for joining me in this critical reflection of our education system, particularly in STEM. I’m grateful for the opportunity to lead implementation of the NGSS at the county and state levels. I have learned so much from the teachers, coaches, and administrators as we have collaborated on instructional planning, professional learning, decision-making, and advocacy. I’ve been honored to serve on the boards of directors for the California Association of Science Educators and the National Science Teaching Association. Sometimes I find myself with a seat at the table and sometimes I do not. Congresswoman Shirley Chisholm famously said, “If they don’t give you a seat at the table, bring a folding chair.” My dream is that this book is everyone’s folding chair. This book is your invitation to speak up, step up, and advocate for systems that support STEM for ALL, #4Real!

Foreword by Dr. Tyrone B. Hayes

I am honored to write the foreword for this extremely important and timely book, STEM for All by Dr. Leena Bakshi McLean. I was trained in biology at Harvard (B.A.) and at the University of California (Ph.D.) and I have served as a teacher in my capacity as a graduate student instructor and then professor at UC Berkeley for the last 35 years. My main course has been in human endocrinology for advanced undergraduate and new graduate students, but I have also taught courses for non-majors and lectured extensively in many venues for the public both nationally and internationally. I met Dr. Bakshi McLean when she was an undergraduate student in my course and we connected professionally several years later, through a common interest in STEM training and a shared concern for inequities that still exist in our education systems at all levels.

Dr. Bakshi McLean’s motivation and insight stem from her experience as a teacher. Her experiences are real and reflect common experiences of teachers and widespread concerns about our current education system. In our early conversations about STEM education, Dr. Bakshi McLean and I quickly realized that problems in early education often continue through high school and college and even through professional schools. Realizing this path, Dr. Bakshi McLean originally approached me about her children’s book, There’s Something in the Water and how it would serve to bring a role model in STEM to low-income students of color who shared a background like mine. Having produced a very successful children’s book, Dr. Bakshi McLean now moves forward with this critical treatment that will serve and train educators in numerous ways.

Many of the scenarios that Dr. Bakshi McLean describes in her work resonate with experiences that I have had as a Black student and with experiences that I have witnessed with students that I have trained as a Black professor. The importance of utilizing CRT (of all three types named in Dr. Bakshi McLean’s work) is clearly explained in her examples along with reasons why all students (not just those from marginalized or minoritized backgrounds) must be taught with this framework in mind. Dr. Bakshi McLean also points out the importance of getting to know students as individuals and in Chapter 3 asks the important question of her students: “How is their overall mental health? How have they been feeling lately?” This consideration is even more critical today in this current environment where many people face mental health and social crises because of the isolation and loss of life associated with the pandemic. The learning gap experienced by many students and its differential impact on those with low incomes, first-generation Americans, immigrants, people of color, and other minoritized groups makes Dr. Bakshi McLean’s work even more timely. The adaptation to learning styles post-pandemic is also important as students (and teachers) switch from online learning to socializing again in the classroom.

In Chapter 4, Dr. Bakshi McLean talks about the history of racism and cross-burning in San Leandro in 1985. Being knowledgeable about the temporal proximity of blatant racism and segregation is important in how we structure our teaching and approach our students, and this awareness is also important because in many places change has not happened as quickly as we would like.

Although adapting new and flexible teaching styles is critically important, Dr. Bakshi McLean also points out the importance of equitable grading and adjusting our evaluations of students suitably. For example, home life and environment may be a barrier to completing homework. Homework may be especially challenging for unhoused students at all levels, even at college level where housing security is a challenge for many (20-30 percent of students at UC Berkeley report housing and food insecurity, for example).

We also have to be aware of how we interpret students’ efforts. Students who already feel that they are viewed negatively (in many cases because of implicit and ingrained biases in many educators; see below) might not want to ask for help. Tutoring, office hours, or discussion sections may be viewed as an “admission” that they are not qualified and enhance feelings that they might be judged by their teachers and their peers. To the teacher, however, the absence of a student from tutoring or office hours or discussion sessions may be viewed as the student not taking advantage of resources. Our perceptions and biases are critical in this regard. For example, in Chapter 12, Dr. Bakshi McLean talks about a survey “What have you heard about working with these groups of students and/or their families?" These types of biases described therein travel with students from grade school to high school to college, and even beyond. Even as a faculty member, I have been described as “grumpy” or “angry” simply for being a Black man speaking up, a situation that basically means that my concerns are dismissed, similar to what I experienced as a student and to what many students from minoritized backgrounds experience. In fact, many times during my career, I was directed to “lay low, and you will eventually get another promotion.” So these biases travel with us, giving even more reasons why we should confront ourselves and work toward removing them.

Dr. Bakshi McLean’s work is even more important because of the timeliness in its release. The pandemic intensified the already large disparity in education and preparedness for first generation, immigrant, people of color, and other marginalized groups. Although schools were closed for everyone, families with means could afford to hire private teachers/tutors and provide the computer resources that enhanced at home and Zoom schooling, whereas these tools and finances were not accessible by many. The learning gap created by the pandemic is much larger for students from marginalized communities. Without funding to address these disparities, sensitivity and efforts by educators to adjust on the fly in the classroom are critical. Dr. Bakshi McLean’s work will be critical in assisting teachers, educators and administrators in understanding and responding to the difficult task ahead.

STEM for All is important for everyone for many reasons. Teachers and administrators need to be trained, students are trying to pursue STEM education, and everybody needs STEM literacy in their daily life to make decisions and to control their own fate. The pandemic forced everyone to watch science unfold in real time: from debates about the origins of the virus, the new RNA vaccines, the recommendations for health and safety, which were all argued in public. Many did not trust the science or questioned the process, illustrating the inadequate job that we have done to create and sustain STEM literacy. The mistrust was especially prevalent in minoritized communities. STEM for All is not only important for training a diverse group of people who will enter STEM fields, but also for generating the literacy that will be important for people to make decisions in their daily lives and for institutions to make policy decisions about stem cell research, climate change, vaccines, agriculture and pharmacology, gene editing, genetically modified foods, artificial intelligence, and many other areas that will impact a population that is headed toward a majority minority in the next generation. My congratulations to Dr. Bakshi McLean for this scholarly and timely work. It is an enormous step forward, and I am honored to have played some small role.

Introduction

Her name was Bridget Kyermateng, a young Black girl who was transferred to my eighth-grade Honors Algebra 1 class. The teacher stated that she was “too advanced for her class and needed to be challenged by Honors.” As a first-year teacher, I was still figuring out the difference between Honors Algebra 1 and College Prep Algebra 1. I did not have the time or capacity to research or investigate how each student is labeled as an “honors student” or how they are tracked. My primary goal was to survive each day. Nonetheless, I welcomed Bridget into the class, and we began our discussion on simplifying quadratic polynomial expressions. Bridget was pleased to see another young Black girl, Brittney, in the honors class. She naturally gravitated to her.

One day, Brittney received her quiz grade and was in tears after seeing a very unfamiliar grade: a C. She had never received a grade like this before and knew that she had to seek out help. Bridget also wanted to inquire about meeting with me after school to best prepare for her new placement in Honors Algebra 1. What started off as a tutoring request turned to the girls’ new favorite pastime: after-school algebra with Ms. Bakshi. Every day, Bridget and Brittney would sit with me as we discussed the methods for tackling the next mathematical strategies for the chapter. In between mathematical concepts, the two girls talked about their Guyanese and Nigerian upbringings, the commonality they had with their parents, the foods they ate, and their family life. They would also discuss the latest trends and dances just to make sure that their teacher was staying ahead of the curve.

These moments with Bridget and Brittney were priceless. I had the opportunity to get to know them on a deeper and more personal level. When it came time for class, they were my top students, always vying for the highest grade. As I recount the experiences of Bridget and Brittney, their narratives did not align with the overarching research on the invisibility of Black girls in mathematics. Dr. Nicole Joseph from Vanderbilt University researches the factors that contribute to building strong and robust mathematical identities for Black girls and the significance of these experiences in the national conversation about the underrepresentation of racialized minority students in STEM fields. In her work on how the role of socialization shapes Black girls’ mathematics identity, she explores how Black girls, like other minority girls of color, struggle with participation and face challenges related to mathematics achievement:

Black girls encounter stereotypes, low expectations, adultification, marginalization, and various negative experiences both within and outside of school.

Black girls are frequently discouraged by counselors from enrolling in science, technology, engineering, and mathematics (STEM) classes, not due to a lack of ability, but largely because of the stereotypes they face in educational settings.

Black girls often have limited access to rigorous and high quality advanced mathematics and STEM courses in their schools.

Based on her research, Joseph states, “these findings suggest that Black girls perceive that their mathematics teachers and other school personnel do not believe they will succeed in STEM fields.” My experience with Bridget and Brittney flipped that narrative. The privilege of having them as students shows how much can change when students have access to high-quality STEM instruction and teachers who believe in their abilities.

As a first-year teacher, my primary goal was just to survive my first year. However, as I got settled and began learning more and more about the education system, I started asking some questions. Here are a few that came to my mind:

What if I took the time to get to know every single student?

Why was Bridget placed in a non-honors class in the first place?

What if the other math teacher had never recommended Bridget into my class?

Why does an Honors Algebra 1 class even exist?

How are students designated into honors and non-honors classes?

What sustained the motivation for Bridget and Brittney to spend extra time learning math?

How did Bridget and Brittney feel a sense of belonging in my classroom?

I had the opportunity to catch up with both girls later, in their college years. I was so excited to see my very first students all grown up. Bridget went on to graduate from UC Santa Barbara, and Brittney graduated from my alma mater, UC Berkeley. I was sure they both would end up in some sort of STEM field. Unfortunately, when both of my students went on to high school, they had terrible mathematics experiences. Bridget was labeled “not a math person” and quickly assumed this identity.

Dr. Joseph was right: Their high school experiences had shaped their higher education success. Bridget and Brittney both steered clear of any STEM majors that involved mathematics prerequisites. We officially lost two Black women in STEM. What happened to the school-to-STEM career pipeline, and where was the broken crack? How did the education system go wrong with my students who had so much potential to be STEM professionals? How did our system let them conclude that they weren’t math people?

I wanted to understand what happened. Why had they succeeded in my Algebra class only to fall off later on in their educational pathway? Upon reflection, several factors contributed to Bridget and Brittney’s success in eighth-grade math:

I got to know the students outside of the classroom and I got to know their families. We spent an extensive amount of time getting to know each other, their likes, their dislikes, and who they are as humans.

I created content and standards in an environment that allowed them to learn and apply those lessons to their own lives. I gave them time to make mistakes, learn, and relearn the material in a non-evaluative environment. It became a routine where they would come after school and learn math in a context filled with laughter and socializing.

The girls felt a sense of belonging with me and, most importantly, with each other. Bridget saw another girl that looked like her and the two girls both saw another woman of color teaching them mathematics. They saw a little bit of themselves in me.

There are a lot of factors that went into creating this environment that were beyond my control. However, is it possible that these chance events can actually be quantified, researched, tracked, and normalized? How can we make the story of eighth-grade Bridget and Brittney the norm from kindergarten through college and beyond?

Dr. Bettina Love recounts a similar experience when she was in fourth grade in her book, We Need to Do More Than Survive. She said that her teacher “was keenly aware that school had to matter to us beyond our grades. She genuinely listened to us, took up our concerns in her teaching, and made sure each voice in the classroom was heard. She allowed me to see why I mattered to myself.” As a teacher, I did not come in and “save” Bridget and Brittney. Together, Bridget, Brittney, and I collectively created a human-centric environment that allowed both girls and me to be our whole selves. As it turns out, what happened by chance is actually a formula that can be replicated.

Building a culture of STEM for all leverages those three steps that marked Bridget and Brittney’s success. This body of work is based on the STEM4Real Connect-Create-Cultivate Framework that is built on three pillars. This framework challenges the notion that as STEM teachers, we are solely focused on STEM content knowledge. To ensure STEM for all, our instructional practices must encompass the whole child. After teaching for over four decades, Kevin Hewitson from the United Kingdom boldly stated in his book title If you can’t reach them you can’t teach them In this spirit, the STEM4Real Framework is based on the philosophy that as STEM educators, we are educators of students first; the academic content is secondary. This humanizes the STEM education system and allows for a comprehensive view of the student, family, school, community, and society. The three pillars of the STEM4Real Framework are: 1) getting to know students beyond the classroom, 2) creating relevant content and standards, and 3) fostering a sense of belonging. With Bridget and Brittney, I did a number of things to address these pillars.

Pillar 1: I got to know the students outside of the classroom and I got to know their families. We call this the connect phase. During the connect phase, we encourage teachers to get to know their students beyond the classroom. They choose one to two case-study students and ask them the following:

What’s their story?

What are they passionate about?

What interests do they have?

What goals do they have?

Whenever we face a challenging relationship, especially with a student, we as educators must find the counternarrative and seek out resources to help the child.

Pillar 2: We created content and standards in an environment that allowed them to learn and apply the material to their own lives. The girls knew that they had to learn math in order to achieve, and the act of persisting through the algorithms was enough for them to gamify the process together in problem solving. Moreover, they saw the importance of applying the concepts to their own lives. This is the create phase, where we create standards-based, culturally responsive content that is aligned to the lived experiences and identities of our students.

Pillar 3: The girls felt a sense of belonging with me and, most importantly, with each other. Together, we were able to cultivate a sense of belonging where the girls knew that I would hold them accountable to the highest standards and expectations in mathematics. They would never feel like they did not belong in my classroom. They would never feel like they were “not math people.” Cultivating a culture of anti-bias means addressing stereotypes and implicit biases head on and actively changing the narrative.

Educational equity is more than just a trendy term. Educational equity means digging deep into the archaeological foundations and artifacts of our current education system and understanding the historical context. Our system has been built on the rocky atrocities of the Jim Crow era and the tumult of the civil rights movement and a history of tracking children to be either scholars or laborers. From significant events such as Ruby Bridges’s first day in a desegregated school to the current systems of special education classification, it is vital that education leaders recognize the student inequities that persist as a result of the systematically racist policies. Once we recognize these inequities, we must dismantle the practices and systems in place that allow them to persist. Finally, we must rebuild a system that allows students like Bridget and Brittney to have experiences of belonging and achievement in STEM throughout their entire education career.

At this time, I want to recognize the heavy lift of connecting with each of our students, their families, and the overarching community. For elementary teachers, that is 20 to 35 students, and for secondary teachers, that can be over 150 students. As a secondary teacher myself, I had 178 students in four different preparatory periods during my first year of teaching. When I attended a conference session on family engagement, the presenter was a Black teacher discussing his family engagement strategies. One participant said, “This is all great but I just do not have time to call all these parents.” The presenter responded, “You don’t have time NOT to call.” I wish I could remember this person’s name because he set the tone for my entire teaching career. The more I engaged with parents and families, the more support I had at home to foster these critical school-to-home connections. As STEM educators, we do not have to choose between connection and content.

In this book, we will continue to dissect the STEM4Real Framework and apply this to every context in STEM teaching, thus building comprehensive access to STEM for all, #4Real. As prominent, culturally responsive pedagogy expert and author Zaretta Hammond states, “all teaching is culturally responsive teaching.” Whether we are teaching the second law of thermodynamics, biodiversity, polynomial factoring, or implementing computer science principles and coding sequences, STEM content is not exempt from addressing students’ cultures and the whole selves that they bring into our classrooms.

CRT, CRT, or CRT? Culturally Responsive Teaching versus Culturally Relevant Teaching versus Critical Race Theory

In all the discussions of CRT that we hear and the politicization of CRT, it is best to define each of these terms to not only understand but also to build a culture of STEM that is not weaponized. Culturally responsive teaching, as defined by Gloria Ladson-Billings, is an approach to education that takes into account the cultural backgrounds, experiences, and perspectives of students in the learning process. Ladson-Billings, a renowned educational scholar, introduced the concept in her work to address the educational disparities faced by students from diverse cultural backgrounds, particularly African American students. In order to do this effectively, educators must take the time to get to know their students through an ethnographic lens that allows for learning about the student, their family, and their community.

Culturally relevant teaching, as popularized by educator and scholar Geneva Gay, goes a step further by not only responding to students’ cultures but also making the curriculum and instruction directly relevant to students’ cultural experiences. Educators can create instructional learning sequences that inspire students, are relevant to their lived experiences, and tap into their natural curiosity and engagement.

The final CRT is critical race theory, an intellectual framework that emerged in the field of legal studies in the late 20th century but has since been applied and expanded upon in various disciplines, including education. I first learned about critical race theory in my master’s program to obtain my teaching credential. That is why I was quite confused when school boards across the nation were attempting to eliminate teaching it from our schools. The theory itself is not taught to students, but as critical educators, we must analyze the power structures and how they intersect with race, ethnicity, and disability status. This means questioning the suspension rates of Black students versus students of other races, or analyzing enrollment in advanced placement courses for Black and Latino populations versus white and Asian populations. With a stark connection to race and ethnicity, educational leaders would be remiss to not challenge the dominant narratives and critically examine historical perspectives, curriculum content, and pedagogical practices that may marginalize certain racial or ethnic groups. For example, when I was coaching a teacher, she took a moment to look at her behavior grades and noticed that each of the Black boys in her class received an “Unsatisfactory” for behavior. She could have concluded that “Black boys do not behave well in her class.” However, she used this experience as an opportunity to meet with each student individually and get to know their best learning environment. She asked each of them how they learn best. She reported that the students immediately connected with her and her class and felt like they were asked to be part of building the class culture. It was not about managing her students’ behaviors; it was about building her classroom environment to create a sense of belonging.

When you ask our team at STEM4Real the question of whether we use CRT, CRT, or CRT, the answer is, “Yes! We use all three.” The first pillar of our framework allows us to connect with our case-study students, get to know them on a deeper level, and in turn, be culturally responsive to their specific learning needs. The second pillar, the create phase, enables us to think about instruction that is culturally relevant and meaningful to students’ lives and community. Using the processes that you will see in this book, we encourage teachers to choose their standards, present the engaging hook, and discuss the implications for society. Finally, the third pillar, the cultivate phase, allows educators and leaders to recognize student inequities, dismantle systemic barriers in STEM, and rebuild policies and structures that support all standards for all students. A culture must be cultivated because we are sharing stories and narratives that challenge mainstream thought patterns and highlight the lived experiences of marginalized groups. This involves a critical perspective that amplifies the voices of students who have been historically marginalized and allows their stories to shape a new educational discourse. Moreover, we also ensure that students feel like they belong in the classroom. Students are able to bring their whole selves into the classroom and embrace their identities without having to check their culture at the door. We are able to build, restore, and foster our culture of STEM.

The STEM Equity Odometer

We created the STEM4Real Equity Odometer as a way to reflect on equity in our classrooms, schools, and districts. It is a survey with questions designed to highlight a school’s vision and commitment to STEM education and equity by encouraging leaders to take a critical look at each facet of their leadership, curriculum, and instructional practices. This serves as a school system’s launching pad for auditing and diagnosing the components of an equitable STEM program. Each of the following sections explore one component of the STEM4Real Equity Odometer.

A Clear Mission Statement Regarding Equity in STEM

The presence of a clear mission statement regarding equity and social justice in a school’s STEM program not only indicates their commitment to these values but also serves as a guiding principle for all facets of the STEM education experience. It sets a high standard for inclusivity, diversity, and equal opportunities for all students, regardless of their background or abilities. This mission statement serves as a beacon, aligning actions and decisions with the overarching goal of fostering an equitable and just STEM learning environment. While some organizations may have a STEM mission statement or an equity mission statement, not all organizations explicitly address the intersection of equity and STEM. Creating a mission and vision statement specifically for equity in STEM allows organizations to recognize the systemic barriers that have historically excluded and marginalized certain groups from pursuing STEM education and careers. By explicitly articulating their commitment to equity in STEM, organizations can hold themselves accountable for dismantling these barriers and fostering an environment where all students have the opportunity to thrive in STEM fields.

The broken school-to-STEM pipeline, characterized by unequal access to resources, opportunities, and support, has resulted in a significant underrepresentation of minority groups in STEM fields. As educators, we have a responsibility to address this inequity by creating transformational change in our classrooms, schools, and communities. By embracing equity as a core value in STEM education, we can work toward a future where STEM fields are truly inclusive and reflective of the diversity of our society. This starts with developing a clear and comprehensive mission and vision statement for equity in STEM, one that guides our actions and decisions and inspires us to create a more accessible STEM learning experience for all students. Below are examples of mission or vision statements that illustrate the connection between STEM and equity:

Cultivating an inclusive STEM learning environment where all students feel empowered, supported, and prepared to thrive in STEM fields.

Eliminating systemic barriers in STEM education to ensure that all students have equal access to opportunities and resources, regardless of their background or identity.

Fostering a culture of equity and social justice in STEM, where diverse perspectives are valued, celebrated, and reflected in our curriculum, instruction, and school community.

Systems, Policies, and Procedures in STEM

The existence of policies and procedures in STEM classes that reflect equity practices is a tangible manifestation of the school’s commitment to ensuring that all students have the opportunity to succeed in STEM. These policies and procedures go beyond mere words on paper; they translate into concrete actions that level the playing field and create a supportive environment for all learners. By embedding equity practices into its day-to-day operations, the school demonstrates its dedication to removing barriers and fostering a STEM program that is truly inclusive and accessible. While we often focus on behavioral and social emotional growth in mathematics and English language arts (ELA), STEM (including computer science) is often forgotten. According to the Kapor Center’s Leaky Tech Pipeline Initative, “Low-income students and students of color are 12X less likely to have access to computer science courses in their high schools.” This disparity is even greater in honors and advanced STEM courses and electives. Additionally, the report states, “Just 1 in 10 employees across some of the largest and top-grossing tech companies are Black and Latinx,” providing further evidence for the broken school to STEM pathways. It is crucial to constantly ask ourselves who has access to these opportunities and what barriers may be preventing certain groups of students from participating. By examining access to honors STEM courses, electives, and other STEM opportunities, we can identify and address the root causes of inequity in STEM education. Here are some specific examples of policies and procedures that can reflect equity practices in STEM classes:

Grading policies that are fair and unbiased

Attendance policies that are flexible and accommodating

Inclusive extracurricular activities that cater to a variety of interests

Discipline policies that promote restorative practices

Professional development opportunities for teachers on culturally responsive pedagogy

STEM Advisory Committee in STEM

The members of this committee should receive training in equity and social justice in STEM. The presence of such a committee demonstrates the school’s willingness to seek expert guidance on how best to serve all students in its STEM program. This committee, composed of individuals with specialized knowledge and experience, provides valuable insights and recommendations to inform policies, curricula, and instructional practices. Their expertise helps the school navigate the complexities of equity and social justice in STEM education, ensuring that all students have the opportunity to thrive. In addition to its role in promoting equity and social justice, a STEM advisory committee can also play a crucial role in ensuring that the school’s STEM curriculum is aligned with the Next Generation Science Standards (NGSS) and Universal Design for Learning (UDL). The Next Generation Science Standards are a set of K–12 science content standards that set the expectations for what students should know and be able to do. They provide a framework for K–12 science education that emphasizes inquiry-based learning, hands-on experiences, and the integration of science, technology, engineering, and mathematics (STEM). UDL is a framework for designing learning environments that are accessible and inclusive for all learners, regardless of their individual differences. A STEM advisory committee can help the school stay up-to-date on the latest advancements in STEM fields, such as computer science, artificial intelligence, environmental justice, and engineering design. This is especially important at the elementary level, where students are developing foundational skills that will be essential for success in STEM fields later in their lives. By having access to expert guidance, schools can ensure that their STEM programs are preparing students for the challenges and opportunities of the 21st century.