Reimagining Equity in Science Education Professional Development Programs

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 1
  In Roundtable Session: Designing In-Service PD for STEM Teachers

Abstract

This systematic review examines the integration of equity and inclusion into science education professional development (PD) for preservice and in-service teachers. Analysis of 31 peer-reviewed studies (2013-2024) revealed persistent gaps in equity-focused training, including inadequate support for multilingual learners and superficial treatment of sociopolitical consciousness. Findings show that effective PD requires: (1) sustained, culturally responsive teaching; (2) justice-oriented science linked to students' lived experiences; and (3) systemic change to overcome structural barriers. Although some PD programs show promise, most lack longitudinal evaluation of student outcomes and classroom implementation. This study calls for transformative PD models that embed equity as a core pillar rather than an add-on, emphasizing collaborative learning communities and rigorous impact assessment.

Authors

• Ufomanefe Shola Kayode, Texas Tech University

• Ali Ahmed, Texas Tech University

• Isiaka Ayobi Raheem, Texas Tech University

• Halkano Michael Hargura, Texas Tech University