| Title: |
Challenging Educational Inequities in Early STEM Instruction: A Case for Urgency |
| Language: |
English |
| Authors: |
Megan Rojo; Christian T. Doabler; Jenna Gersib; Anna-Maria Fall; Maria A. Longhi; Greg Roberts; Georgia L. Kimmel; Jasmine Uy; Shadi Ghafghazi; Sarah R. Powell; Gail Lovette; William J. Therrien |
| Source: |
Elementary School Journal. 2024 125(2):211-232. |
| Availability: |
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Early Childhood Education; Grade 2; Primary Education |
| Descriptors: |
STEM Education; Equal Education; Elementary School Science; Grade 2; Minority Group Students; Disproportionate Representation; Student Characteristics; Scientists |
| DOI: |
10.1086/732865 |
| ISSN: |
0013-5984; 1554-8279 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1453323 |
| Database: |
ERIC |