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STEM Teacher Identity and Agency: A Cross-Case Analysis of Four Teachers' Actions for Equity in STEM

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Title: STEM Teacher Identity and Agency: A Cross-Case Analysis of Four Teachers' Actions for Equity in STEM
Language: English
Authors: Nancy M. Holincheck (ORCID 0000-0001-6999-4072), Terrie M. Galanti (ORCID 0000-0003-2948-7898)
Source: Journal for STEM Education Research. 2026 9(1):85-107.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: STEM Education, Professional Identity, Change Agents, Equal Education, Teacher Role, Teacher Responsibility, Teacher Leadership, Role Perception, Advocacy
DOI: 10.1007/s41979-025-00163-2
ISSN: 2520-8705
2520-8713
Abstract: Teachers who position themselves as agents of change for equity in STEM have the power to impact their classrooms, schools, and communities. This study uses a multiple case study design to examine identities, professional roles, and actions of four practicing equity-oriented teachers who have completed a graduate degree in STEM education. We applied our model of STEM teacher identity to describe how teachers who are agentic for equity in STEM perceive their professional roles and responsibilities and how they have acted upon their equity orientations. Participants took up four leadership roles (reflective educator, peer collaborator, instructional coach within their school, and professional development facilitator beyond their school). All four teachers offered specific examples of their advocacy and actions related to equity in STEM. They described building an assets-based approach to STEM teaching reflective of their personal and professional identities, the leadership roles they took up, and their STEM equity orientations. We found that teachers' perceptions of administrative support and school context played a key role in their willingness to take action. We offer implications for developing STEM teachers as leaders who are empowered to advocate for and work toward a more equitable approach to STEM education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506264
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Nancy+M%2E+Holincheck%22">Nancy M. Holincheck</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6999-4072">0000-0001-6999-4072</externalLink>)<br /><searchLink fieldCode="AR" term="%22Terrie+M%2E+Galanti%22">Terrie M. Galanti</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2948-7898">0000-0003-2948-7898</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+STEM+Education+Research%22"><i>Journal for STEM Education Research</i></searchLink>. 2026 9(1):85-107.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Teachers who position themselves as agents of change for equity in STEM have the power to impact their classrooms, schools, and communities. This study uses a multiple case study design to examine identities, professional roles, and actions of four practicing equity-oriented teachers who have completed a graduate degree in STEM education. We applied our model of STEM teacher identity to describe how teachers who are agentic for equity in STEM perceive their professional roles and responsibilities and how they have acted upon their equity orientations. Participants took up four leadership roles (reflective educator, peer collaborator, instructional coach within their school, and professional development facilitator beyond their school). All four teachers offered specific examples of their advocacy and actions related to equity in STEM. They described building an assets-based approach to STEM teaching reflective of their personal and professional identities, the leadership roles they took up, and their STEM equity orientations. We found that teachers' perceptions of administrative support and school context played a key role in their willingness to take action. We offer implications for developing STEM teachers as leaders who are empowered to advocate for and work toward a more equitable approach to STEM education.
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