Vol. 17 (2026): American Journal of STEM Education-- Equity and Engagement in STEM Education
This volume advances practical, equity-driven strategies for engaging diverse learners in STEM. Articles examine how culturally relevant pedagogy and BlackCrit can center Black girls and disrupt bias in STEM spaces; propose decentralized vocational pathways in Nigeria’s secondary curriculum; and offer faculty reflections on critical consciousness as a lever for more just STEM teaching. A cross-border virtual exchange links preservice teachers with K–12 students to build global competencies, while a study of linguistic strategies in Marrakech’s digital marketplace highlights communication as a competitive—and teachable—STEM-adjacent skill. The closing essay analyzes workforce development in Africa, identifying impediments and solutions to bridge the skills gap. Together, these contributions translate theory into actionable models for inclusive pedagogy, curriculum reform, and workforce readiness across local and global contexts.
Editors:
Dr. Taziah Kenney (Rowan College at Burlington County) |Dr. Kim C. O’Halloran (Rutgers University)
Published:
2025-09-16
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