Critical Race Theory Interpretations of Students of Color in Science and Mathematics Education Policy Reports

• In Event: 60.036 - Contesting STEM Cultures: Scientific Desires

Abstract

Federal education policy reports in science and mathematics education have treated Students of Color consistently over the past two decades - addressing the underrepresentation of minorities in STEM fields with little regard to actual issues of race and ethnicity. We examine how 17 Federal education policy briefs focusing on Science, Technology, Engineering and Mathematics (STEM) have addressed issues of equity with regard to Students of Color. We use a Critical Race Theory (CRT) lens to interpret and understand our findings. We find the documents used broadly defined, Racially Essentializing terms; discourse surrounding race fluctuated, perhaps cyclically, over time; and arguments for inclusive STEM education have been made predominantly from a one-sided economic perspective, favoring owners and operators of STEM enterprises.

Authors

• Vincent Basile, University of Colorado

• Enrique Lopez, University of Colorado - Boulder