Contemporary Debates on Equity in STEM Education: Takeaways From a Doctoral Seminar in Equity in STEM Education

Goldberg, Elizabeth R; Darwin, Taylor; Esquibel, Jesus S.; Noble, S; Allen, Matthew; Pinheiro, Weverton Ataíde

doi:10.31756/jrsmte.214si

Cited by 6 publications

(1 citation statement)

References 79 publications

(121 reference statements)

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“…These top-down efforts slowed down the development of social justice mathematics (SJM) and its critical interrogation of why mathematics should be learned, why it offers social capital and how identity and power are constructed vis-à-vis mathematics. Despite this context, researchers began to advance sociocultural and sociopolitical perspectives in mathematics education (Goldberg et al, 2023). Gutiérrez (2013: 37-8) rightly pointed out this critical moment, suggesting that 'we are at a moment in history where we have ready excuses not to attend to issues of identity and power in mathematics educationafter all, what does power have to do with a rational, universal field like mathematics?'…”

Section: Introductionmentioning

confidence: 99%

The sociopolitical turn in mathematics education and decolonial theory

Fúnez-Flores,

Ataide Pinheiro,

Ávila Mendoza

et al. 2024

London Review of Education

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This literature review examines how the theoretical perspectives aligned to the sociopolitical turn in mathematics inform social justice mathematics education. While existing literature has established the importance of social justice frameworks informed by critical theory, there has been limited exploration of critical race theory, poststructuralism and feminist theory, perspectives that offer a broader and more complex understanding of the social and political. After examining how these perspectives contribute to social justice mathematics, we explore the potential contributions of decolonial theory, particularly the way it unsettles accepted notions of social justice. By drawing and building on the sociopolitical turn in mathematics education, this article argues that decolonial thought can also assist in reimagining social justice mathematics education theoretically, methodologically and pedagogically. Ultimately, the article argues that there is no social justice without cognitive/epistemic and ontological justice, meaning that social justice loses ethical and political weight when modernity’s violent epistemic and ontological foundations are not questioned by social justice mathematics education research.

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Section: Introductionmentioning

confidence: 99%

The sociopolitical turn in mathematics education and decolonial theory

Fúnez-Flores,

Ataide Pinheiro,

Ávila Mendoza

et al. 2024

London Review of Education

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Teaching and learning about race, culture, and environment in a predominately white institution

Strong,

Vea,

Ginger

et al. 2024

J Environ Stud Sci

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The environment and natural resource fields have traditionally centered western science, the scholarship of white men, and land conservation strategies that neglect historical inhabitants. These tenets have led to a narrow view of how conservation is defined and created challenges for BIPOC students and professionals to see themselves as full and equal participants in the environmental sciences. The Rubenstein School of Environment and Natural Resources has worked to address these shortcomings through courses designed to address issues of systemic racism and exclusion in the environmental field. In our student’s first year, we pair a fall course focused on communication skills with a spring course that addresses issues of racism and social justice in the environmental fields. We use the fall semester to create a learning community where students build relationships of trust, mutual regard, and care and develop a deeper understanding of their relationship with the environment. In the spring, we present students with a variety of frameworks to think critically about equity, inclusion, positionality, privilege, racism, and diversity. A key learning outcome is to help students consider how historical and present-day dynamics of race and racism have shaped the environmental field. Importantly, we focus on the voices and messages of environmental leaders who have historically been left out of popular environmental narratives. We outline lessons learned in the integration of diversity, equity, and inclusion into our environment and natural resources curriculum and ways to further enhance our centering of equity and inclusion in the curriculum.

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What is the role of learning style preferences on the STEM learning attitudes among high school students?

Wu,

Wang

2025

International Journal of Educational Research

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Contemporary Debates on Equity in STEM Education: Takeaways From a Doctoral Seminar in Equity in STEM Education

Cited by 6 publications

References 79 publications

The sociopolitical turn in mathematics education and decolonial theory

The sociopolitical turn in mathematics education and decolonial theory

Teaching and learning about race, culture, and environment in a predominately white institution

What is the role of learning style preferences on the STEM learning attitudes among high school students?

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