Short answer

When designing STEM education, move beyond simply ensuring access and representation; actively explore how to broaden the definition of STEM and connect it to students' lived experiences and social justice concerns.

Field: Classic Design
Source: Journal of Research in Science Teaching (2024)
Method: Systematic Literature Review
Sample: 15 studies
Evidence: Moderate effect

The evolution of equity considerations in STEM education design reveals a shift from focusing on access and representation towards more transformative approaches that challenge the very definition and practice of science and engineering. This classic design research insight is drawn from a 2024 study published in Journal of Research in Science Teaching. Using Systematic literature review with 15 studies, researchers explored how this design variable affects real-world outcomes. The key design takeaway: When designing STEM education, move beyond simply ensuring access and representation; actively explore how to broaden the definition of STEM and connect it to students' lived experiences and social justice concerns.

Study

Classic DesignRecentModerate effect

Equity in STEM Education: A Historical Perspective on Design Approaches

Journal of Research in Science Teaching · 2024

Key Findings

01Studies predominantly focused on increasing opportunity and access (Approach 1) and identification/representation (Approach 2) in STEM learning.
02Approaches that expand the definition of STEM (Approach 3) and link STEM to justice movements (Approach 4) were less common but showed increasing visibility since 2020, especially in non-traditional educational settings.
03There is a need for clearer conceptualization and operationalization of equity constructs in future research.

Application

Design takeaway

How to apply

When developing curriculum or educational tools for STEM, consider how they can be framed to address social justice issues and how they might challenge traditional notions of scientific practice.

Project actions

01When researching design challenges, consider the historical context of equity in your chosen field.
02Explore how different stakeholders define 'fairness' or 'equity' within your design problem.

Method & Evidence

AimTo analyze the historical development and varying conceptualizations of equity within the design of science and engineering education, particularly for linguistically diverse learners.

MethodSystematic Literature Review

ProcedureResearchers systematically analyzed 15 studies on translanguaging in US K-12 science and engineering education, categorizing them based on four distinct equity approaches proposed by the National Academies of Sciences, Engineering, and Medicine.

Sample15 studies

ContextK-12 Science and Engineering Education in the US

Variables

IVTime period of research publication, Educational context (traditional vs. non-traditional)

DVPrevalent equity approach used in STEM education design (e.g., access, representation, redefinition, justice-oriented)

CVFocus on translanguaging, US K-12 science and engineering education

Strengths & Limitations

Strengths

+Systematic review methodology ensures a comprehensive analysis of the literature.
+Categorization based on a recognized framework (National Academies) provides a structured approach to understanding equity.

Limitations

This research is specific to science and engineering education in the US. Its findings might not directly translate to other disciplines or geographical regions without adaptation.

Reliability & validity

The reliability of the review is enhanced by its systematic methodology and the use of a defined categorization framework. Validity is supported by the focus on a specific educational domain and the analysis of peer-reviewed literature.

Think critically

How might the increasing focus on justice-oriented equity approaches in STEM design challenge established pedagogical norms and curriculum structures?

Design Principles

"Inclusive STEM design should evolve from providing access to actively redefining and contextualizing STEM practices within broader societal frameworks."

Understanding the historical trajectory of equity in STEM design is crucial for developing inclusive and impactful educational experiences. It informs how we frame problems, select methodologies, and ultimately design learning environments that resonate with a broader range of learners.

What This Means for Your Design

The way we design science and engineering learning for different students has changed over time. Early designs focused on making sure everyone could get into STEM classes and see themselves in STEM. Newer designs are starting to ask if we should even define STEM the same way and if STEM can be used to fight for fairness.

How to use in your project

1.Reference this study when discussing the historical context of your design problem, especially if it relates to inclusivity or social impact.
2.Use the identified equity approaches to frame your own design considerations and justifications for inclusivity.

Add to My Project

Quick Cite

Paragraph starter

The historical development of design approaches within science and engineering education reveals a progression in how equity is conceptualized. Initially, design efforts concentrated on ensuring access and representation for marginalized learners. However, contemporary research indicates a growing trend towards more transformative equity models, which challenge traditional definitions of STEM and position it as a vehicle for social justice, particularly in diverse educational settings.

Source

Journal of Research in Science Teaching

Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity

journal · 2024

View source

Questions About This Research

What does the research say about equity in stem education: a historical perspective on design approaches?: When designing STEM education, move beyond simply ensuring access and representation; actively explore how to broaden the definition of STEM and connect it to students' lived experiences and social justice concerns. Evidence: Journal of Research in Science Teaching (2024).
Why does "Equity in STEM Education: A Historical Perspective on Design Approaches" matter for design?: Understanding the historical trajectory of equity in STEM design is crucial for developing inclusive and impactful educational experiences. It informs how we frame problems, select methodologies, and ultimately design learning environments that resonate with a broader range of learners.
How can designers apply this research?: When designing STEM education, move beyond simply ensuring access and representation; actively explore how to broaden the definition of STEM and connect it to students' lived experiences and social justice concerns.
What were the main findings?: Studies predominantly focused on increasing opportunity and access (Approach 1) and identification/representation (Approach 2) in STEM learning.. Approaches that expand the definition of STEM (Approach 3) and link STEM to justice movements (Approach 4) were less common but showed increasing visibility since 2020, especially in non-traditional educational settings.. There is a need for clearer conceptualization and operationalization of equity constructs in future research.
What research method was used?: Systematic Literature Review with 15 studies.
How strong is the evidence?: Evidence strength is rated Moderate effect, based on a 2024 journal from Journal of Research in Science Teaching.
What should I do differently in my next project?: When developing curriculum or educational tools for STEM, consider how they can be framed to address social justice issues and how they might challenge traditional notions of scientific practice.
What are the limitations?: The review focused on US K-12 contexts and may not fully capture global trends or higher education. The categorization of equity approaches, while systematic, relies on interpretation.