Table Of Content10
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 equi-
S
table, serving the needs of readers across the STEM educational spectrum.
T
STEM21 is meant to problematize the status quo educational practices of
STEM stakeholders including preservice and inservice teachers, district E
leaders, informal educators, policy makers, and the research community. M
While many books are narrowly targeted either for academics or practi-
tioners, the outcome is limited dialogue between and across those spaces. 2
This volume weaves together field-based research, personal narrative, and 1
education theory, while providing for reflection and discussion. STEM21: Eq-
uity in Teaching and Learning to Meet Global Challenges of Standards, Engage-
ment and Transformation is undergirded by the principle that engaged STEM
education accommodates theory and practice that is equitable, rejects defi-
B
cit model thinking, and is community relevant. Equitable STEM pedagogy A
R
builds autonomous pathways to learning; creates a culture of questioning N
E
and transparency; celebrates diversity of thought, habit and culture; and em-
S
-
braces a social justice stance on issues of race, class, gender, environmental J
O
responsibility, health, and access to resources.
H
STEM21
N
S
Joy Barnes-Johnson (Ph.D. in urban education, Temple University; M.Ed. in O
N
curriculum and instruction; B.S. in chemistry) is the founder of EMC2 Group
&
LLC, an education consulting firm, and currently works as a high school sci- J
O
ence teacher.
H
N
Janelle M. Johnson (Ph.D. in teaching, learning, and sociocultural stud- S
O
ies, University of Arizona; M.Ed. in language, reading, and culture; B.S. in
N
elementary education/teaching English as a second language) is Assistant ,
E
Equity in Teaching and Learning
Professor in STEM teaching and learning, secondary teacher education at D
S
Metropolitan State University of Denver. .
to Meet Global Challenges
of Standards, Engagement
www.peterlang.com
P
E
T and Transformation
E
R
L
A
N
G
EDITED BY
JOY BARNES-JOHNSON & JANELLE M. JOHNSON
Cover image: © iStock.com/piranka
10
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 equi-
S
table, serving the needs of readers across the STEM educational spectrum.
T
STEM21 is meant to problematize the status quo educational practices of
STEM stakeholders including preservice and inservice teachers, district E
leaders, informal educators, policy makers, and the research community. M
While many books are narrowly targeted either for academics or practi-
tioners, the outcome is limited dialogue between and across those spaces. 2
This volume weaves together field-based research, personal narrative, and 1
education theory, while providing for reflection and discussion. STEM21: Eq-
uity in Teaching and Learning to Meet Global Challenges of Standards, Engage-
ment and Transformation is undergirded by the principle that engaged STEM
education accommodates theory and practice that is equitable, rejects defi-
B
cit model thinking, and is community relevant. Equitable STEM pedagogy A
R
builds autonomous pathways to learning; creates a culture of questioning N
E
and transparency; celebrates diversity of thought, habit and culture; and em-
S
-
braces a social justice stance on issues of race, class, gender, environmental J
O
responsibility, health, and access to resources.
H
STEM21
N
S
Joy Barnes-Johnson (Ph.D. in urban education, Temple University; M.Ed. in O
N
curriculum and instruction; B.S. in chemistry) is the founder of EMC2 Group
&
LLC, an education consulting firm, and currently works as a high school sci- J
O
ence teacher.
H
N
Janelle M. Johnson (Ph.D. in teaching, learning, and sociocultural stud- S
O
ies, University of Arizona; M.Ed. in language, reading, and culture; B.S. in
N
elementary education/teaching English as a second language) is Assistant ,
E
Equity in Teaching and Learning
Professor in STEM teaching and learning, secondary teacher education at D
S
Metropolitan State University of Denver. .
to Meet Global Challenges
of Standards, Engagement
www.peterlang.com
P
E
T and Transformation
E
R
L
A
N
G
EDITED BY
JOY BARNES-JOHNSON & JANELLE M. JOHNSON
Cover image: © iStock.com/piranka
ADVANCE PRAISE FOR
STEM21
“Despite over 40 years of concerted efforts to broaden participation in the fields of
Science, Technology, Engineering, and Mathematics (STEM), the chronic
underrepresentation of certain groups in these fields is leaving gaping shortages in the
growing demand for technical talent. This edited volume demonstrates how to
catalyze a transgressive educational reform revolution that ruptures prevailing norms
and leverages the strengths of all stakeholders including those who would benefit most
from the reforms.
The National Society of Black Engineers, one of the largest student-governed
associations based in the United States, wholeheartedly endorses this work as it aligns
directly with our mission and strategic plan to triple the number of Black engineers
the nation’s colleges and universities graduate annually by 2025. A STEM-prepared,
confident, and diverse high school graduate is on a glide path to become a successful,
secure, and culturally-responsive engineering graduate who is then equipped to solve
complex challenges. This volume brilliantly provides the key frameworks, strategies,
and best practices to achieve these ends at scale.”
—Karl W. Reid, Executive Director, National Society of Black Engineers
“From curriculum to community, this volume illustrates the power of the STEM
approach. Far more than an integration of subjects, STEM implies empowerment.
Problem-solving in classroom contexts nurtures innovators in society. The diverse
contributions here can inform every stakeholder who cares about equity and social
justice."
—Juliana Texley, NSTA Past President 2015
“This volume presents a series of responsive and innovative approaches that expand
minoritized students’ opportunities to learn STEM. Drawing on bell hooks’ vision of
transgressive practice, the volume includes chapters that blend theory and practice
across a variety of educational contexts, and the editors synthesize them to put forth a
framework for Transgressive STEM Teaching. What is also particularly notable is the
way the book integrates deeply personal stories throughout. As such, the text itself
embodies a pedagogy of vulnerability, a transgressive STEM practice and
marginalized discourse in STEM and STEM education. I highly recommend this
book for teachers, administrators, researchers, and community partners.”
—Sara Tolbert, Associate Professor of Science Education, University of Arizona
STEM21
sj Miller & Leslie David Burns
G E N E R A L E DI T O R S
Vol. 10
The Social Justice Across Contexts in Education series is
part of the Peter Lang Education list.
Every volume is peer reviewed and meets
the highest quality standards for content and production.
PETER LANG
New York Bern Frankfurt Berlin
Brussels Vienna Oxford Warsaw
STEM21
Equity in Teaching and Learning
to Meet Global Challenges
of Standards, Engagement
and Transformation
Edited by
Joy Barnes-Johnson and Janelle M. Johnson
PETER LANG
New York Bern Frankfurt Berlin
Brussels Vienna Oxford Warsaw
Library of Congress Cataloging-in-Publication Data
Names: Barnes-Johnson, Joy, editor. | Johnson, Janelle M., editor.
Title: STEM21: equity in teaching and learning to meet global challenges of
standards, engagement and transformation / edited by Joy Barnes-Johnson
and Janelle M. Johnson.
Description: New York: Peter Lang, 2018.
Series: Social justice across contexts in education; vol. 10
ISSN 2372-6849 (print) | ISSN 2372-6857 (online)
Includes bibliographical references and index.
Identifiers: LCCN 2018013308 | ISBN 978-1-4331-5137-8 (hardback: alk. paper)
ISBN 978-1-4331-5138-5 (paperback: alk. paper)
ISBN 978-1-4331-5139-2 (ebook pdf)
ISBN 978-1-4331-5140-8 (epub) | ISBN 978-1-4331-5141-5 (mobi)
Subjects: LCSH: Science—Study and teaching—Social aspects—United States. |
Educational equalization—United States. | Education, Urban—
United States. | Social justice—United States.
Classification: LCC LB1585.3.S74 2018 | DDC 507.1—dc23
LC record available at https://lccn.loc.gov/2018013308
DOI 10.3726/b13840
Bibliographic information published by Die Deutsche Nationalbibliothek.
Die Deutsche Nationalbibliothek lists this publication in the “Deutsche
Nationalbibliografie”; detailed bibliographic data are available
on the Internet at http://dnb.d-nb.de/.
© 2018 Peter Lang Publishing, Inc., New York
29 Broadway, 18th floor, New York, NY 10006
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All rights reserved.
Reprint or reproduction, even partially, in all forms such as microfilm,
xerography, microfiche, microcard, and offset strictly prohibited.
To the ones who teach us and to the ones we teach …
