Applying an Equity Framework to Develop Inclusive Visions of STEM Teaching: Honoring the Voices of Students with Dis/Abilities

ABSTRACT

Schools and teachers must create optimal instructional learning environments for increasingly diverse student populations. Achieving such a learning environment requires teacher educators and teachers to recognize the voices and ways of knowing for students with dis/abilities who must be heard and accorded legitimacy. The purpose of this case study was to explore the reported experiences and perceptions of students with dis/abilities in terms of the equity dimensions of achievement, access, power, and identity at a New Technology STEM high school. Findings are organized and discussed around the four equity dimensions and subsequent codes and themes identified from the data. Students prioritized constructs related to identity and power beyond the constructs of access and achievement as critical to their success. The discussion relates the findings to teachers and teacher educators and the imperative that teachers, teacher educators, and school leaders recognize and support equitable learning environments on behalf of students with dis/abilities and honor and advance student voice within the context of STEM education in secondary schools.

KEYWORDS:

• Equity
• STEM
• students with disabilities
• student voice
• power and identity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. We utilize dis/ability to disrupt the deficit thinking and misunderstandings about disability and highlight the social construction of ability versus disability within various educational contexts.

Additional information

Notes on contributors

Barbara L. Pazey

Barbara L. Pazey, Ph.D., is an Associate Professor of Educational Leadership at the University of North Texas. Her research centers on educational leadership, educational policy and reform, inclusive education, and the empowerment of voice for change.

Colleen M. Eddy

Colleen M. Eddy, Ed.D., is an Associate Professor of Mathematics Education and Curriculum and Instruction at the University of North Texas. Her research focuses on preparing mathematics teachers and practicing teachers to incorporate equity and the integration of mathematics in STEM.

Karen Bump

Karen Bump received her M.A Mathematics Education in 2016. She is currently pursuing a Ph.D. degree with University of North Texas in Curriculum and Instruction with an emphasis in Secondary Mathematics.