Key points are not available for this paper at this time.
In the past decade, STEM (science, technology, engineering, and mathematics) instructional leaders have struggled with how to interpret and implement K–12 standards-based education so that minoritized learners have equal opportunity to be college and career ready. An equity-centered design thinking approach can support leaders to interrogate the often-time divergent values of stakeholders so they may collaboratively identify and address the problems of practice in STEM education. By considering the ethos and strategies necessary to intentionally center equity by design, this case presents prospective leaders the opportunity to practice converging divergent needs and beliefs about STEM education while they ideate solutions grounded in the experiences of minoritized learners.
Khalil et al. (Mon,) studied this question.