This book focuses on the creative and transformative work of scholars who are advancing social justice through science/STEM education with limited resources. It draws attention to the significant body of work being conducted in various contexts so that readers could reflect and appreciate how much broader and transformative our impact could be if funding agencies, policy makers, and other researchers would widen their perspective and seek to promote social justice-driven scholarship.
Public funding for STEM research on K-12 and teacher education that targets special populations is often limited and tends to favor mainstream research. This book contains case studies on innovative and promising STEM research with a focus on equity, diversity and social justice that are funded with limited or no public funding. It also presents anecdotes from authors in relation to their struggles in either securing funding for their reported study or seeking to publish its findings. This provides more context to the challenges of conducting non-mainstream research in science/STEM education.Most of the contributors are scholars of color and/or women conducting research with traditionally marginalized populations in science/STEM. Thus, this book offers an additional venue to share the voices of marginalized scholars and allies seeking to broaden our understanding of the challenges and successes of promoting equity, diversity, and social justice in various educational contexts.
Table of Content
1 Intersectional Identities in the Geosciences.- 2 Youths’ Sense-Making and Participation in a Sociopolitical Science Unit on Type 2 Diabetes.- 3 Fostering Social Connectedness and Interest in Science Through Sports.- 4 Teacher Candidates and the Equitable, Inclusive Science Classroom.- 5 Re-Envisioning a Literacy-Centered Science Teacher Education in the Shadow of COVID-19: Towards Engagement and Change.- 6 Investigating the Impact of Sociotransformative Constructivism on the Professional Preparation of Pre-Service Science Teachers in Costa Rica.- 7 Designing Science Learning Environments that Support Emergent Multilingual Students to Problematize Electrical Phenomena.- 8 Inequalities in Digital Access and Digital Science Instruction Among Poor Rural Children.- 9 Post-Tenure Confessions of an Early Career Science Education Researcher.- 10 Striving for more: Beyond the Guise of Objectivity and Equality.About the author
Dr. Alberto J. Rodriguez holds a Distinguished Professorship of Education at the University of Houston, and the Mary Endres Chair in Teacher Education Emeritus at Purdue University. Dr. Rodriguez is also a Fulbright Scholar (20-21, Costa Rica) and Professor of Cross-Cultural Science Education in the Department of Curriculum and Instruction at the University of Houston. He received the Innovations in Research on Diversity in Teacher Education Award from the American Educational Research Association (AERA), Division K (Teaching and Teacher Education, 2017); the Kappa Delta Pi – Teaching and Teacher Education Research Award from AERA in 2000; and the New Mexico State University’s Award for Exceptional Achievements in Creative Scholarly Activity in 2002.
Dr. Regina L. Suriel is an Associate Professor at Valdosta State University. A previous bilingual high school science teacher in New York City’s multicultural schools, Dr. Suriel advocates for socially just scienceeducation for all students, especially Latinx. At the National Association for Research in Science Teaching, she founded the Latinx Research Group (La RIG) and is past Elections Committee Chair. Dr. Suriel is a co-founder of Science Educators for Equity, Diversity and Social Justice (SEEDS) and past program chair. She is on the editorial board for the Journal of Science Teacher Education and Multicultural Affairs.
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