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…

Hispanic women majoring in engineering have been a marginalized population for decades in higher education. The study for my dissertation is to evaluate how peer support programs benefit or hinder Hispanic women in their persistence majoring in engineering at a Hispanic Serving Institution (HSI) located on the Southwest border. Identifying how the…

"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…

Over the past decade, three rationales have emerged for emphasizing the reinforcement of the United States' science, technology, engineering, and mathematics (STEM) pipeline. The first rationale pertains to U.S. global competitiveness, the second revolves around the benefits of a diverse workforce, and the third argument points to social justice…