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1. Inspiring Social Justice in STEM Future Teachers

   McCollough, C.; Johnson, R.; Tejeda-Delgado, C.' Bruun (January 2021, Academic exchange quarterly)

   Teacher preparation relies primarily on classroom and field experiences including content and pedagogical practices. To comprehensively address areas which impact students’ lives, a broader vision is needed. This means reaching out to community mentors and including them in the educational experience of the student and making them an integral and specific part that experience. By doing so we can truly impact social justice and develop life-long agents of social change. Community-Engaged Teacher preparation is the catalyst and essence of social justice. 

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2. Supporting Preservice Mathematics Teachers’ Culturally Responsive Teaching: A Focus on Teaching for Social Justice

   https://doi.org/10.3390/math10060896  

   Register, Jordan; Fernandes, Anthony; Pugalee, David (March 2022, Mathematics)

   This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social justice focused lesson using the culturally responsive mathematics teaching (CRMT) tool. Results from our analysis indicate that most of the PSTs were able to select appropriate social justice topics, though not all the PSTs integrated mathematics and social justice throughout their lessons. The results show that most of the PSTs need more experience with mathematization, handling controversial discussions, and developing transformative student action. Our work also led to a modification of the tool (CRMT-M). We discuss the implications of the study for mathematics teacher preparation. 

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3. The emergence of science teacher leadership in the context of the pursuit of teaching science for social justice

   https://doi.org/10.1111/ssm.12662  

   Lisy, Emily; Campbell, Todd; Park, Byung‐Yeol (May 2024, School Science and Mathematics)

   As a result of more recent events connected to the ongoing and lasting legacy of systemic racism in our society and the sparsity of research focused on both disciplinary teacher leadership (TL) and centering social justice and equity in teacher leadership literature reviews, this research investigated the ways in which science teacher leadership (STL) emerged in the context of a science department engaged in a year‐long professional learning experience aimed at teaching science for social justice. Drawing on a community of practice teacher leadership identity model as a theoretical framework and qualitative research methods, we sought to characterize STL that centered social justice. Written teacher reflections, semi‐structured interviews, and science lessons were collected from the six female science teachers and a female school administrator. The research revealed how STL supportive of teaching science for social justice was grounded in, among other characterizations of teacher leadership, competences like content and pedagogical knowledge, performances like inclusiveness and lesson design, and support from the structure of the year‐long professional learning, and engagement in a community of practice. This research provides insights into the complex characterization and emergence of STL. 

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4. Ideology in the mirror : A loving (self) critique of our equity and social justice efforts in STEM education

   https://doi.org/10.1002/sce.21731  

   Basile, Vincent; Azevedo, Flávio S. (April 2022, Science Education)

   Abstract This manuscript is born from contemplating and exploring how it is that we see so little systemic change in STEM education after so many years of working toward it, including the insidious persistence of systems of oppression, and historical and generational exploitation that our current critical, social justice efforts in STEM teacher preparation programs are ineffective and ill‐equipped at changing or dismantling. Starting from an explanatory frame of Freire's conundrum of the oppressed, we theorize toward a more complex notion of ideological change. Through the novel reflexive discourse of aloving (self) critique, we interrogate our own individual failures to construct a better theoretical understanding of them. Using self‐reflections and other examples, we theorize an imperative of continuedideological growth and developmentto more authentically step forward in our STEM education equity and social justice work. 

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5. Integrating Justice-Centered Making into STEM Teacher Preparation: A Literature Review

   Mamaril, S; Corum, K (March 2025, Association for the Advancement of Computing in Education (AACE))

   Hartshorne, J; Cohen, J (Ed.)

   This paper examines the integration of justice-centered making into STEM teacher preparation programs, focusing on how these programs can foster equity and inclusivity while acknowledging the need for more research on the overlapping areas of STEM teacher preparation, social justice, and makerspace. Therefore, I synthesize recent literature in the overlapping areas and identify how each component brings insight to purposeful activity, identity formation, and connection. The discussion leads to how utilizing justice-centered-making activities can prepare educators to address systemic inequities in STEM fields. The implications of these pedagogical approaches for both teachers and students are discussed. 

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