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Challenging Educational Inequities in Early STEM Instruction: A Case for Urgency.

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Title: Challenging Educational Inequities in Early STEM Instruction: A Case for Urgency.
Authors: Rojo, Megan1 (AUTHOR), Doabler, Christian T.2 (AUTHOR), Gersib, Jenna2 (AUTHOR), Fall, Anna-Maria2 (AUTHOR), Longhi, Maria A.2 (AUTHOR), Roberts, Greg2 (AUTHOR), Kimmel, Georgia L.2 (AUTHOR), Uy, Jasmine2 (AUTHOR), Ghafghazi, Shadi2 (AUTHOR), Powell, Sarah R.2 (AUTHOR), Lovette, Gail3 (AUTHOR), Therrien, William J.3 (AUTHOR)
Source: Elementary School Journal. Dec2024, Vol. 125 Issue 2, p211-232. 22p.
Subject Terms: *Achievement gap, *Educational equalization, *Educational support, Race, Self-efficacy
Abstract: It is urgent to ensure that science, technology, engineering, and mathematics (STEM) education meets the needs of our nation's increasingly diverse student population. This study examined whether a second-grade science program, Scientific Explorers, supported educational equity in STEM achievement for diverse student populations. Sociodemographic variables such as race and ethnicity, disability status, socioeconomic status, and gender were explored to determine their impact on student response variation within the program. Results of the moderator analysis indicated that students benefited equitably from the Scientific Explorers program, regardless of their sociodemographic identities, on three out of four science outcomes. Implications of the current study suggest early STEM programs that incorporate validated instructional design and delivery principles can serve as a viable mechanism to reduce sociodemographic achievement gaps in early elementary classrooms by empowering young females, building important science background and vocabulary knowledge, and offering students meaningful discourse and investigative practice opportunities. [ABSTRACT FROM AUTHOR]
Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Challenging Educational Inequities in Early STEM Instruction: A Case for Urgency.
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  Data: <searchLink fieldCode="JN" term="%22Elementary+School+Journal%22">Elementary School Journal</searchLink>. Dec2024, Vol. 125 Issue 2, p211-232. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Achievement+gap%22">Achievement gap</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink>
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  Data: It is urgent to ensure that science, technology, engineering, and mathematics (STEM) education meets the needs of our nation's increasingly diverse student population. This study examined whether a second-grade science program, Scientific Explorers, supported educational equity in STEM achievement for diverse student populations. Sociodemographic variables such as race and ethnicity, disability status, socioeconomic status, and gender were explored to determine their impact on student response variation within the program. Results of the moderator analysis indicated that students benefited equitably from the Scientific Explorers program, regardless of their sociodemographic identities, on three out of four science outcomes. Implications of the current study suggest early STEM programs that incorporate validated instructional design and delivery principles can serve as a viable mechanism to reduce sociodemographic achievement gaps in early elementary classrooms by empowering young females, building important science background and vocabulary knowledge, and offering students meaningful discourse and investigative practice opportunities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1086/732865
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        Text: English
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      – SubjectFull: Educational equalization
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      – SubjectFull: Educational support
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      – SubjectFull: Self-efficacy
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              Text: Dec2024
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