Designated and Disconnected: Teacher Perspectives on Equity in a 7-12 STEM School

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 3
  In Roundtable Session: Centering Culture, Identity, and Equity in Mathematics Learning and Teaching

Abstract

This study explores equity in the context of a 7-12 school with a STEM designation. Using Gutiérrez’s (2002, 2009, 2011) equity framework, which includes access, achievement, identity, and power, we explore how two teachers perceive and experience equity at their school. Through semi-structured interviews, findings reveal tensions between the school’s STEM designation and its capacity to support equitable teaching and learning. Themes of content struggles, incoherent coursework, limited resources, and teacher vacancies resulted in teachers and students feeling disconnected from STEM identities. Prioritization of the STEM designation and funding over professional support further exacerbated challenges in identifying with STEM and equity as a whole. This study highlights implications for more equity-centered approaches in STEM education.

Authors

• Courtney Harris, The Ohio State University

• Yaa Dankwa, The Ohio State University