Broadening Participation

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the natural strengths, skills, and strategies that upper elementary students bring to reasoning about data-centred problems.

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the natural strengths, skills, and strategies that upper elementary students bring to reasoning about data-centred problems.

We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in the children’s knowledge and identity construction and related to available resources and positionings.

This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle school mathematics. We see counterstories as a creative endeavor helping us in exploring the experiences of Latiné learners’ mathematics and our own narratives of navigating the whiteness of schools (see e.g., Cordero-Siy & Gómez Marchant, 2023; Gómez Marchant & Cordero-Siy, 2022).

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.