Equity in K-12 STEM Education Framing Decisions for the Future (2024) / Chapter Skim
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2 History, Equity, and STEM Education
2 History, Equity, and STEM Education
Pages 33-52
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At times, the public school system has played a key role in perpetuating unequal social structures and maintaining power for elite members of society. Thus, paradoxically, public education in the United States has long been understood as both a way of pulling oneself up and as a means for enforcing a social status quo that is profoundly unequal.
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. In the 19th century, a system of common schools -- schools that would standardize a free public education experience for all children in the United States -- was emerging.
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public education is Prepublication copy, Uncorrected proofs 2-5
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Though treated considerably better than Black and Indigenous communities at the time, the new immigrants experienced negative stereotyping, segregation, harassment, and Prepublication copy, Uncorrected proofs 2-6
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. While it may appear that under this rubric, students have more opportunities to learn English within a balanced curriculum and thus gain the language skills they need to succeed in school and beyond, there are still instances where some states are enacting policies that follow the bare minimum for the established federal policies and thus fall short of adequately serving English Prepublication copy, Uncorrected proofs 2-7
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In this section, we briefly discuss ways that education has served as a tool of exclusion and oppression in order to prevent some communities from acquiring power and resources. For Black Americans, inequity in education manifested first as outright exclusion in informal and formal prohibitions to education: until the mid-1850s (before the emergence and institutionalization of common schools)
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Freedom Schools became an organizing hub not only for ensuring that Black students had access to the political and cultural histories of Black Americans, but also for building capacity for political resistance within Black communities. The legal system was also an important vector for resistance, as can be seen in cases brought by Chinese American families and Mexican American families in efforts to gain equal access to public education.
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. As we show in the following sections, this tension is embedded throughout the Prepublication copy, Uncorrected proofs 2-10
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In addition, there was a growing pushback around the pedagogical approaches embodied in the new curricula leading to a call for "back to basics." With this convergence of factors, federal investment in curriculum development shrank and there was a swing away from pedagogical approaches that emphasized Prepublication copy, Uncorrected proofs 2-12
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Building on NCTM-issued direction released earlier in the decade, the standards called for "discovery" approaches to mathematics instruction that prioritized "mental computation" and use of appropriate technology, while moving away from "complex pencil and paper computations," and "rote memorization of math processes," among other directions. By 1997, forty-one states had adopted curricular standards aligned to the NCTM standards, but backlash was swift: critics of the standards, largely represented by parent Prepublication copy, Uncorrected proofs 2-13
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This phenomenon began to be known colloquially by many at the time as "the race to the bottom," prompting concern that students across the country were receiving substandard mathematics education. In 2010, a coalition led by the National Governors Association and the Council of Chief State School Officers released the Common Core State Standards in mathematics and English language arts in order to streamline curricular standards across the country.
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developed a set of standards based on a framework for K–12 computer science that was produced by the Association for Computing Machinery, Code.org, the Computer Science Teachers Association, the Cyber Innovation Center, and the National Math and Science Initiative in collaboration with states, districts, and the computer science education community. These CSTA standards, released in 2017, are designed to introduce the fundamental concepts of computer science to all students beginning at the elementary school level and to encourage schools to offer additional secondarylevel computer science courses that will allow interested students to study facets of computer science in more depth.
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10.1007/978-3 319-02258-1_33. Prepublication copy, Uncorrected proofs 2-17
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, 201–203. https://www-jstor org.libproxy.lib.unc.edu/stable/25614450 Prepublication copy, Uncorrected proofs 2-18
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