Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors.


Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.

Table of Contents


Front Matter
Summary
1 Introduction
2 History, Equity, and STEM Education
3 Key Elements of the United States Education System
4 An Overview of Broad Patterns of Inequality in PreK12 STEM Educational Outcomes
5 Children and Youth
6 Approaches to Equity Through the Lens of Decision Making: Five Frames
7 Learning in STEM
8 Teaching for Equity in STEM
9 Developing Teaching Practices Toward Equity
10 Instructional Materials, Time, and Resources
11 Supporting Equitable Pathways in STEM Learning
12 Vision, Recommendations, and Future Research
Appendix A: Testimony Before the Committee on Equity in PreK12 STEM Education
Appendix B: Regional Expert Consultations
Appendix C: Committee-Commissioned Papers
Appendix D: Committee and Staff Biographies