STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation (Social Justice Across Contexts in Education)

__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 equitable, serving the needs of readers across the STEM educational spectrum. __STEM21__ is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. __STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation__ is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources. Cover 1 Table of Contents 11 List of Illustrations 13 List of Tables 15 List of Contributors 17 Acknowledgements 19 List of Abbreviations 21 Introduction 21 Chapter 1 21 Chapter 2 22 Chapter 3 23 Chapter 4 23 Chapter 5 23 Chapter 6 24 Chapter 7 24 Chapter 8 25 Chapter 9 25 Implications and Conclusions 25 Introduction (Joy Barnes-Johnson / Janelle M. Johnson) 27 What is Transgressive STEM Teaching? 30 Our Stories: Editors’ Positionality Statements 31 Joy’s Story 32 Janelle’s Story 33 Equity Theory into Practice: A Review of Key Frameworks 34 Aspirations Framework: How Are We Doing? 34 Opportunity-to-Learn: How Do We Address the Challenge of Serving the Underserved? 35 Key Questions for Measuring Equity in Science Teaching 35 Organization of the Book 37 Notes 38 References 40 Section One: Standards and Pedagogy (Applying Research to Practice) 43 Chapter One: 21st c LEASE: Language of Equity and Access to STEM Education (Joy Barnes-Johnson) 45 Abstract 45 Editorial Reflections 46 Introduction 48 Contextualizing Equitable STEM Education as Policy 50 The New Jersey Policy Context 52 Outlining Characteristic “Clauses” of Equitable Science Teaching and Learning: Exploring Theoretical Language 54 Origins of Multicultural Approaches to Education 55 “Science for All:” A Historical Movement of Science Education Reform 59 Practitioner’s Perspective on Equitable Science Teaching/ Learning: A Contemporary View 61 Conclusions and Reflections 64 Eq-STREAM Teaching Promotes ESTEAM Learning 67 Where Are We Today? 68 Discussion Questions 71 Notes 72 References 76 Chapter Two: Hip-Hop Pedagogy as a Framework to Support the Development of Science Geniuses (Edmund S. Adjapong) 81 Abstract 81 Editorial Reflections 82 Introduction 85 Educational Debt in Science Education 86 Hip-Hop Pedagogy 88 Element 1: The MC (Master of the Classroom and Master of Content) 90 Element 2: Breakdancing (Breaking) 92 Element 3: Graffiti Art 93 Element 4: DJ (Disc Jockey) 94 Element 5: Knowledge of Self 95 The Development of Science Geniuses 96 Discussion Questions 97 Notes 98 References 99 Chapter Three: Seeding the Future: Social-Justice Driven STEM Education (Christian Konadu Asante / Jacqueline Delisi / Megan Mckinley / Michael Barnett) 103 Abstract 103 Editorial Reflections 104 Introduction 106 Contexts of the Work 106 Research Methods 108 Project Outcomes 110 Teacher Outcomes 110 Student Outcomes 110 Discussion 115 Importance and Contribution 116 Discussion Questions 117 Notes 117 References 117 Section Two: Engagement: Extended Learning Opportunities 119 Chapter Four: New Roles and Relationships in Urban STEM Learning Environments: How the Peer-Enabled Restructured Classroom Enhances Equity and Access (Leslie S. Keiler / Kathleen Robbins) 121 Abstract 121 Editorial Reflections 122 Introduction 124 Theoretical Framework and Literature Review 126 Methods 127 Participants 127 Data Sources 128 Findings and Analysis 128 The Peer Enabled Restructured Classroom (PERC) Model 128 Implications 134 Discussion Questions 135 Notes 136 References 137 Chapter Five: Early Engagement in Research as a Tool for Broadening Science Participation (Cassie Xu / Robert Newton / Margaret Turrin / Susan Vincent) 140 Abstract 140 Editorial Reflections 141 Background 142 Program Structure 148 Results and Discussion 152 Lessons Learned 155 What Works 156 Increased Engagement Through Communities of Practice Around Authentic Science Research 157 Building a Community of Practice through Team-Based Learning 158 Multi-Layered Mentoring 159 Place-Based Learning 159 Final Thoughts 161 Discussion questions 162 Notes 162 References 163 Chapter Six: Promoting Middle School Students’ Motivation and Persistence in an After-School Engineering Program (Srinjita Bhaduri / Alexandra Gendreau / Varsha Srikanth Koushik / Tammy Sumner / John Ristvey / Randy Russell) 164 Abstract 165 Editorial Reflections 165 Introduction 166 Relevant Research on Cultivating STEM Interest in Youth 168 Motivation and Engagement for Low-income Youth 169 Utility Value 169 Learning/Competency in Afterschool Programs 169 Context for this Work 170 Curriculum Design 173 Research Design 178 Participants 178 Procedures and Measures 179 Results 182 Changes in Students’ Interest and Motivation 182 Perceptions about Drones 182 Engineering Perspectives 183 Engineering Design Processes 183 Conclusions 184 Building on Youth’s Interests 184 Unobtrusive Data Collection 184 Facilitating Deeper Connections to Engineering Design 185 Discussion questions 185 Notes 186 References 187 Section Three: Transformation: Transgressive Practices along the Journey 189 Note 190 Chapter Seven: Engaged Interdisciplinary Literacy: Research and Practices of Secondary STREAM (Joy Barnes-Johnson) 191 Abstract 191 Editorial Reflections 192 Introduction 194 Stages of Lesson Study 196 Recommendations for Differentiated Assessment 208 Discussion Questions 210 Notes 210 References 212 Chapter Eight: Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes (Gretchen E. L. Suess / Joanna Chae / Sharon Lewis) 214 Abstract 214 Editorial Reflections 215 Introduction 216 Methods 218 Background of the Pipeline Program 218 Fostering a Science Identity and School Engagement 220 The Learning Environment, STEM Mentorship and Unpacking Cultural Competence 221 Conclusion 225 Discussion Questions 226 Notes 226 References 227 Chapter Nine: Institutional Capacity Building for STEM Teacher Education at an Urban Commuter University (Janelle M. Johnson / Roland Schendel / Elizabeth Mcclellan Ribble / Hsiu-Ping Liu) 231 Abstract 231 Editorial reflections 232 Introduction 233 Research Context and Review of the Literature 234 Research Methods 237 Findings 238 Discussion and Recommendations: Promising Practices 244 Final Thoughts 247 Discussion Questions 247 Notes 247 References 248 Implications and Conclusions (Joy Barnes-Johnson / Janelle M. Johnson) 251 Editorial Reflections 251 Opportunity: Positioning Equity as Transgression 253 Project Overview 253 On Heroes, Mentors and Change Agency: New Insights about Representation and Participation as Viewed Through the Theoretical Framework 258 Representation 259 Conclusions—Equity as the Fourth Dimension in STEM Education 261 Social Justice Approaches to STEM 263 Final Thoughts 267 Notes 270 References 274 Appendices 275 Appendix I 276 Appendix II: Chemistry Learning for Academic Success in Science—Core/Chemistry Lab and Academic Skills for Success in Science (C.L.A.S.S.) Rubric 278 Appendix III: COMPASS Framework of Equitable Teaching 280 Appendix IV: STEM Engagement Rubric 282 Appendix V: STEM-21 Curriculum 283 Portfolio Topics 283 Summative Assessment: STEAM Rising—Unsung Heroes of STEM Community Event 286 Index 287 Conceptual Framework Theorists Index 293 "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 equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources."--Page 4 de la couverture 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 equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources. -- Provided by publisher 21st c LEASE : language of equity & access to STEM education / Joy Barnes-Johnson -- Hip-hop pedagogy as a framework to support the development of science geniuses / Edmund S. Adjapong -- Seeding the future : social justice driven STEM education / Christian Konadu Asante, Jaqueline DeLisi, Megan McKinley, and Michael Barnett -- New roles and relationships in urban STEM learning environments : how the peer enabled restructured classroom enhanced equity and access / Leslie S. Keiler and Kathleen Robbins -- Early engagement in research as a tool for broadening science participation / Cassie Xu, Robert Newton, Margaret Turrin, and Susan Vincent -- Promoting middle school students' motivation and persistence in an after-school engineering program / Srinjita Bhaduri, Alexandra Gendreau, Varsha Srikanth Koushik, Tammy Sumner, John Ristvey and Randy Russell -- Engaged interdisciplinary literacy : research & practices of secondary STREAM / Joy Barnes-Johnson -- Transformative education pathways to improve health literacy, STEM learning and youth outcomes / Gretchen E.L. Suess, J. Joanna Chae, and Sharon Lewis -- Institutional capacity building for STEM teacher education at an urban commuter university / Janelle M. Johnson, Roland Schendel, Elizabeth McClellan Ribble, and Hsiu-Ping Liu -- Implications and conclusions / Joy Barnes-Johnson and Janelle M. Johnson