STEM21

Joy Barnes-Johnson (Ph.D in urban education, Temple University; M.Ed. in curriculum and instruction; B.S. in chemistry) is the founder of EMC2 Group LLC, an education consulting firm, and currently works as a high school science teacher.Janelle M. Johnson (Ph.D. in teaching, learning, and sociocultural studies, University of Arizona; M.Ed. in language, reading, and culture; B.S. in elementary education/teaching English as a second language) is Assistant Professor in STEM teaching and learning, secondary teacher education at Metropolitan State University of Denver.

• List of Illustrations ix – List of Tables – List of Contributors – Acknowledgements – List of Abbreviations – Joy Barnes-Johnson and Janelle M. Johnson: Introduction – Section One: Standards and Pedagogy: Applying Research to Practice – Joy Barnes-Johnson: 21st c LEASE: Language of Equity and Access to STEM Education – Edmund S. Adjapong: Hip-Hop Pedagogy as a Framework to Support the Development of Science Geniuses – Christian Konadu Asante/Jacqueline DeLisi/Megan McKinley/Michael Barnett: Seeding the Future: Social-Justice Driven STEM Education – Section Two: Engagement: Extended Learning Opportunities – Leslie S. Keiler/Kathleen Robbins: New Roles and Relationships in Urban STEM Learning Environments: How the Peer-Enabled Restructured Classroom Enhances Equity and Access – Cassie Xu/Robert Newton/Margaret Turrin/Susan Vincent: Early Engagement in Research as a Tool for Broadening Science Participation – Srinjita Bhaduri/Alexandra Gendreau/Varsha Srikanth Koushik/Tammy Sumner/John Ristvey/Randy Russell: Promoting Middle School Students’ Motivation and Persistence in an After-School Engineering Program – Section Three: Transformation: Transgressive Practices along the Journey – Joy Barnes-Johnson: Engaged Interdisciplinary Literacy: Research and Practices of Secondary STREAM – Gretchen E. L. Suess, Joanna Chae, and Sharon Lewis: Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes – Janelle M. Johnson, Roland Schendel, Elizabeth McClellan Ribble, and Hsiu-Ping Liu: Institutional Capacity Building for STEM Teacher Education at an Urban Commuter University – Joy Barnes-Johnson and Janelle M. Johnson: Implications and Conclusions – Appendices – Index – Conceptual Framework Theorists Index.

"Despite over 40 years of concerted efforts to broaden participation in the fields of Science, Technology, Engineering, and Mathematics (STEM), the chronic underrepresentation of certain groups in these fields is leaving gaping shortages in the growing demand for technical talent. This edited volume demonstrates how to catalyze a transgressive educational reform revolution that ruptures prevailing norms and leverages the strengths of all stakeholders including those who would benefit most from the reforms. The National Society of Black Engineers, one of the largest student-governed associations based in the United States, wholeheartedly endorses this work as it aligns directly with our mission and strategic plan to triple the number of Black engineers the nation’s colleges and universities graduate annually by 2025. A STEM-prepared, confident, and diverse high school graduate is on a glide path to become a successful, secure, and culturally-responsive engineering graduate who is then equipped to solve complex challenges. This volume brilliantly provides the key frameworks, strategies, and best practices to achieve these ends at scale." —Karl W. Reid, Executive Director, National Society of Black Engineers