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Revisiting "Equity in STEM Education": Preparing Teachers to Work Within a Dynamic Discourse

Mon, April 8, 2:15 to 3:45pm, Metro Toronto Convention Centre, Floor: 800 Level, Hall G

Abstract

While immense scholarly literature explores how equity might manifest (or not) in science, technology, engineering, and math (STEM) disciplines, many taken-for-granted assumptions remain unexamined. Delving beyond utilitarian aims, we unpack deeper ideological assumptions circulating throughout discourses of ‘equity in STEM’. This paper draws on feminist post-structuralism and feminist new materialism theories to re/examine the ways in which a discourse can and might materialize. Two research questions shape our inquiry with PSTs: (a) What constitutes equity in STEM Education? and (b) How might educators foster equity within an agential discourse? Carefully attending to the language, norms, and practices pre-service elementary teachers employ, this research illuminates more expansive engagements with ‘equity in STEM’ for PSTs, teacher educators, and K-12 students.

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