While issues of (in)justice in K12 STEM learning have garnered increasing attention, limited research has attended to learning as "social-spatial transformation." We draw upon a justice-oriented framework of equitably consequential learning to call attention to how learning and engagement in K12 STEM is rooted in the history and…

Inequities in opportunities to learn and become in engineering, especially for minoritized youth, are enduring and systemic. How students experience engineering education, through curriculum, pedagogy, and teacher/student interactions, all shape opportunities for identity development. In this paper we draw upon cultural studies and critical…