Christine Clark is professor and senior scholar for multicultural education and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas. Amanda VandeHei is assistant professor of literacy in the School of Education at Nevada State College. Kenneth J. Fasching-Varner is the Shirley B. Barton Endowed associate professor of education and director of the Higher Education Administration Program at Louisiana State University.Zaid M. Haddad is assistant professor of interdisciplinary studies & curriculum and instruction and a member of the Department of Interdisciplinary Learning and Teaching at the University of Texas, San Antonio.

• PrefaceAcknowledgementsIntroduction, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. HaddadMathematicsChapter 1: Transforming Family “Math Night” with Latina/Latino Middle School Parents: Communicating about the Adoption of Common Core State Standards, Yolanda De La CruzChapter 2: Using Iterative Visuals and Virtual Manipulatives to Support English Language Learners in Mathematics Education, Sarah A. RobertsChapter 3: Rethinking the Teaching and Learning of Latina/Latino Students to Promote a Multicultural Mathematics Education, Javier Díez-Palomar and Carlos A. LópezLeiva Chapter 4: Students Who Speak English as a Second Language: Preparing Teachers for Changing Demographics—An Innovative and Collaborative Approach, Bettibel Kreye and Gresilda A. Tilley-LubbsScienceChapter 5: Teaching Biology in the Age of the Next Generation Science Standards: Methodology for Teaching in High Needs Schools, Antoinette LintonChapter 6: LGBT-Inclusion Across the Life Science Curriculum, Mary HoelscherChapter 7: Earth Shaking Dragons and Orphan Tsunamis: Transforming Middle School Earth Science and STEM through Studying Ancient Science Inquiry and Multicultural Collaborations in Earthquakes, Tsunamis, and Disaster Preparedness, Marna Hauk and Adam Masaki JoyChapter 8: Classroom Meteorologists: Transforming Science Content in a Dual Language Second Grade Classroom, Sandra Lucia OsorioMathematics and ScienceChapter 9: Rethinking Art in Mathematics and Science, Jeff Sapp EngineeringChapter 10: Effective Engineering Models for Multicultural Curriculum Transformation in STEM: Engineering for All, Laura Luna, Twanelle Walker Majors, and Jennifer MeadowsTechnologyChapter 11: Multicultural Technology Education: The Need to Teach Digital Technologies to All Students, Janessa Schilmoeller, Lori Griswold, and Neal StrudlerMathematics, Science, Engineering, and TechnologyChapter 12: Coming Out of the Lab Closet: Queering STEM Education for Student Success and Well-Being, Allison Mattheis, Jeremy B. Yoder, and Dixon PereyChapter 13: Considering Women’s Ways of Knowing in STEM, Tracy Arnold, Eshani Gandhi, Schetema Nealy, and Brian TrinhCoda, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. HaddadResourcesAbout the Editors and AuthorsIndex

It can easily be argued that curriculum—the ‘what’ we want students to know—is foundational in the education of any nation’s young people. Because knowledge is constructed, we also know that it’s contested. It is highly impacted by the political, social, and cultural context of education. Curriculum, then, is often at the cross-roads of intensive debates between those who wish to defend the traditional “canon” and those who wish to pursue a transformative curriculum that is rooted in principles of diversity, equity, and inclusion. The latter asks for a curriculum rooted in the lives of students, reflective of their social and cultural experiences, and responsive to the hopes and visions of families and communities of what it means to be educated.A significant critique of this vision of a critical multicultural curriculum is the disconnection between theoretical and conceptual understandings with actual classroom activity. Many teachers have not experienced nor been prepared to teach for diversity, equity, and inclusion. This volume provides a framework for understanding what a transformative multicultural education curriculum entails, connects it to specific content areas, and supports and encourages teachers in enacting that curriculum.This volume is especially critical at a time of often intense debates about what our nation’s students should learn. It offers a much welcomed, hopeful, visionary, and actionable curriculum for any teacher who wishes to pursue schooling for social justice.

Christine Clark is professor and senior scholar for multicultural education and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas. Amanda VandeHei is assistant professor of literacy in the School of Education at Nevada State College. Kenneth J. Fasching-Varner is the Shirley B. Barton Endowed associate professor of education and director of the Higher Education Administration Program at Louisiana State University.Zaid M. Haddad is assistant professor of interdisciplinary studies & curriculum and instruction and a member of the Department of Interdisciplinary Learning and Teaching at the University of Texas, San Antonio.

• PrefaceAcknowledgementsIntroduction, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. HaddadMathematicsChapter 1: Transforming Family “Math Night” with Latina/Latino Middle School Parents: Communicating about the Adoption of Common Core State Standards, Yolanda De La CruzChapter 2: Using Iterative Visuals and Virtual Manipulatives to Support English Language Learners in Mathematics Education, Sarah A. RobertsChapter 3: Rethinking the Teaching and Learning of Latina/Latino Students to Promote a Multicultural Mathematics Education, Javier Díez-Palomar and Carlos A. LópezLeiva Chapter 4: Students Who Speak English as a Second Language: Preparing Teachers for Changing Demographics—An Innovative and Collaborative Approach, Bettibel Kreye and Gresilda A. Tilley-LubbsScienceChapter 5: Teaching Biology in the Age of the Next Generation Science Standards: Methodology for Teaching in High Needs Schools, Antoinette LintonChapter 6: LGBT-Inclusion Across the Life Science Curriculum, Mary HoelscherChapter 7: Earth Shaking Dragons and Orphan Tsunamis: Transforming Middle School Earth Science and STEM through Studying Ancient Science Inquiry and Multicultural Collaborations in Earthquakes, Tsunamis, and Disaster Preparedness, Marna Hauk and Adam Masaki JoyChapter 8: Classroom Meteorologists: Transforming Science Content in a Dual Language Second Grade Classroom, Sandra Lucia OsorioMathematics and ScienceChapter 9: Rethinking Art in Mathematics and Science, Jeff Sapp EngineeringChapter 10: Effective Engineering Models for Multicultural Curriculum Transformation in STEM: Engineering for All, Laura Luna, Twanelle Walker Majors, and Jennifer MeadowsTechnologyChapter 11: Multicultural Technology Education: The Need to Teach Digital Technologies to All Students, Janessa Schilmoeller, Lori Griswold, and Neal StrudlerMathematics, Science, Engineering, and TechnologyChapter 12: Coming Out of the Lab Closet: Queering STEM Education for Student Success and Well-Being, Allison Mattheis, Jeremy B. Yoder, and Dixon PereyChapter 13: Considering Women’s Ways of Knowing in STEM, Tracy Arnold, Eshani Gandhi, Schetema Nealy, and Brian TrinhCoda, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. HaddadResourcesAbout the Editors and AuthorsIndex

It can easily be argued that curriculum—the ‘what’ we want students to know—is foundational in the education of any nation’s young people. Because knowledge is constructed, we also know that it’s contested. It is highly impacted by the political, social, and cultural context of education. Curriculum, then, is often at the cross-roads of intensive debates between those who wish to defend the traditional “canon” and those who wish to pursue a transformative curriculum that is rooted in principles of diversity, equity, and inclusion. The latter asks for a curriculum rooted in the lives of students, reflective of their social and cultural experiences, and responsive to the hopes and visions of families and communities of what it means to be educated.A significant critique of this vision of a critical multicultural curriculum is the disconnection between theoretical and conceptual understandings with actual classroom activity. Many teachers have not experienced nor been prepared to teach for diversity, equity, and inclusion. This volume provides a framework for understanding what a transformative multicultural education curriculum entails, connects it to specific content areas, and supports and encourages teachers in enacting that curriculum.This volume is especially critical at a time of often intense debates about what our nation’s students should learn. It offers a much welcomed, hopeful, visionary, and actionable curriculum for any teacher who wishes to pursue schooling for social justice.

Christine Clark is professor and senior scholar for multicultural education and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas. Amanda VandeHei is assistant professor of literacy in the School of Education at Nevada State College. Kenneth J. Fasching-Varner is the Shirley B. Barton Endowed associate professor of education and director of the Higher Education Administration Program at Louisiana State University.Zaid M. Haddad is assistant professor of interdisciplinary studies & curriculum and instruction and a member of the Department of Interdisciplinary Learning and Teaching at the University of Texas, San Antonio.

• PrefaceAcknowledgementsIntroduction, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. HaddadMathematicsChapter 1: Transforming Family “Math Night” with Latina/Latino Middle School Parents: Communicating about the Adoption of Common Core State Standards, Yolanda De La CruzChapter 2: Using Iterative Visuals and Virtual Manipulatives to Support English Language Learners in Mathematics Education, Sarah A. RobertsChapter 3: Rethinking the Teaching and Learning of Latina/Latino Students to Promote a Multicultural Mathematics Education, Javier Díez-Palomar and Carlos A. LópezLeiva Chapter 4: Students Who Speak English as a Second Language: Preparing Teachers for Changing Demographics—An Innovative and Collaborative Approach, Bettibel Kreye and Gresilda A. Tilley-LubbsScienceChapter 5: Teaching Biology in the Age of the Next Generation Science Standards: Methodology for Teaching in High Needs Schools, Antoinette LintonChapter 6: LGBT-Inclusion Across the Life Science Curriculum, Mary HoelscherChapter 7: Earth Shaking Dragons and Orphan Tsunamis: Transforming Middle School Earth Science and STEM through Studying Ancient Science Inquiry and Multicultural Collaborations in Earthquakes, Tsunamis, and Disaster Preparedness, Marna Hauk and Adam Masaki JoyChapter 8: Classroom Meteorologists: Transforming Science Content in a Dual Language Second Grade Classroom, Sandra Lucia OsorioMathematics and ScienceChapter 9: Rethinking Art in Mathematics and Science, Jeff Sapp EngineeringChapter 10: Effective Engineering Models for Multicultural Curriculum Transformation in STEM: Engineering for All, Laura Luna, Twanelle Walker Majors, and Jennifer MeadowsTechnologyChapter 11: Multicultural Technology Education: The Need to Teach Digital Technologies to All Students, Janessa Schilmoeller, Lori Griswold, and Neal StrudlerMathematics, Science, Engineering, and TechnologyChapter 12: Coming Out of the Lab Closet: Queering STEM Education for Student Success and Well-Being, Allison Mattheis, Jeremy B. Yoder, and Dixon PereyChapter 13: Considering Women’s Ways of Knowing in STEM, Tracy Arnold, Eshani Gandhi, Schetema Nealy, and Brian TrinhCoda, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. HaddadResourcesAbout the Editors and AuthorsIndex

It can easily be argued that curriculum—the ‘what’ we want students to know—is foundational in the education of any nation’s young people. Because knowledge is constructed, we also know that it’s contested. It is highly impacted by the political, social, and cultural context of education. Curriculum, then, is often at the cross-roads of intensive debates between those who wish to defend the traditional “canon” and those who wish to pursue a transformative curriculum that is rooted in principles of diversity, equity, and inclusion. The latter asks for a curriculum rooted in the lives of students, reflective of their social and cultural experiences, and responsive to the hopes and visions of families and communities of what it means to be educated.A significant critique of this vision of a critical multicultural curriculum is the disconnection between theoretical and conceptual understandings with actual classroom activity. Many teachers have not experienced nor been prepared to teach for diversity, equity, and inclusion. This volume provides a framework for understanding what a transformative multicultural education curriculum entails, connects it to specific content areas, and supports and encourages teachers in enacting that curriculum.This volume is especially critical at a time of often intense debates about what our nation’s students should learn. It offers a much welcomed, hopeful, visionary, and actionable curriculum for any teacher who wishes to pursue schooling for social justice.