When we talk about STEM equity, it’s common to hear terms like “access” and “diversity,” but these words often mask the deeper challenges many students face. Equity is more than distributing equal resources, it’s about acknowledging the diverse experiences, languages, and needs of students and ensuring that every learner has what they need to grow and succeed (Milner, 2012). Working in Title I schools with a large multilingual population has shown me that equity in STEM requires us to rethink the way we assess students, build relationships, and structure learning environments. We must also consider which students are consistently included in STEM opportunities and who is unintentionally left out due to limited resources, language differences, or a lack of exposure (National Science Teaching Association [NSTA], 2020).
Creating equitable STEM spaces means intentionally designing instruction that reflects students’ realities. This could include offering instructions in multiple languages, using images and models to explain scientific terms, or giving students multiple ways to demonstrate their knowledge (Campbell, 2024). In one project, my sixth-grade students, many of whom had never visited the Chesapeake Bay prior to, created action plans to protect it based on research and real environmental data. That experience helped them connect science to their lives and showed them that their voices matter. What I have witnessed is that when students see their backgrounds and communities reflected in STEM work, they engage more deeply and take ownership of their learning.
STEM equity also means pushing for broader change. That includes making curriculum more inclusive, supporting professional learning around culturally relevant teaching, and working alongside colleagues to expand how we define success in STEM. Effective educators are those who go beyond teaching techniques; they uplift student culture, challenge bias, and push for meaningful systemic change (Fontenot, 2024). When we embrace this approach, every student has a chance not just to show up but to shine. We, as educators, have the opportunity to open doors and build bridges one lesson, one conversation, and one moment at a time (Johnson, 2011).
References:
Campbell, J. (2024). Culturally responsive teaching. Salem Press Encyclopedia.
Fontenot, D. C. (2024). Review of The Dreamkeepers: Successful teachers of African-American children (3rd ed.), by G. Ladson-Billings. Education Review, 31, 1–3. https://doi.org/10.14507/er.v31.3811
Johnson, A. G. (2011). Culturally responsive teaching: An investigation of effective practices for African American learners. Journal of Negro Education, 80(3), 193–206. https://files.eric.ed.gov/fulltext/EJ944889.pdf
Milner, H. R. (2012). But what is urban education? Urban Education, 47(3), 556–561. https://doi.org/10.1177/0042085912447516
National Science Teaching Association. (2020, October 28). Celebrating diversity and inclusion in science education. NSTA Blog. https://www.nsta.org/blog/celebrating-diversity-and-inclusion-science-education