Thirty-one percent of a group of 49 hospitalized patients or laboratory workers in Guyana showed positive intradermal paracoccidioidin tests in the presence of negative histoplasmin reactions. In 2 patients (4%), the intradermal reactions to paracoccidioidin were greater than 10 mm in diameter. The prevalence of positive reactors in a selected population suggests that paracoccidioidomycosis may be endemic in Guyana although no clinical case has been reported from the country. A further survey in a larger, unselected population would lead to a clearer understanding of the problem.

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Broadening participation in engineering, increasing students interest in engineering, and increasing technological literacy are concerns that engineering programs and engineering education researchers continue to address. One important group to consider in this process is parents. Parents play a number of roles in engineering education: they can motivate interest in engineering in early childhood, they can provide support when their child is in the process of selecting a major at college, they can provide experiences for learning engineering concepts and skills, and can serve as role models if they themselves are engineers. Using multiple case study analysis, this paper examines different roles parents play in engineering education through five distinct studies. In these five studies, participants range from parents of young children up to high school age, in a variety of different settings. The collection of these five studies provides unique insights into a more comprehensive understanding of the ways that parents are engaged in engineering education.

Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities.

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