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In this related paper set, our goal was to advance a more holistic vision of equity and social justice in science, technology, engineering, and mathematics (STEM) education by drawing attention to an often-overlooked social asset for learners—their families. While families are usually secondary in discussions of equity in STEM education, a growing number of researchers have highlighted the need to consider and partner with families to establish anti-racist, asset-based educational practices in both informal and formal learning environments. In this related paper set, the first two papers directly challenge the ways deficit-based perceptions of families from historically marginalized communities undermine the critical role that family members play in supporting youth STEM engagement, learning, and identity development. In the second two papers, investigators examine how educators and researchers can use insights from families to inform the design of learning environments inside and outside of school. Collectively, the four papers emphasize the critical importance of working with families to address inequities in STEM education and demonstrate the unique opportunities for envisioning new learning possibilities through these partnerships. 

In this related paper set, our goal was to advance a more holistic vision of equity and social justice in science, technology, engineering, and mathematics (STEM) education by drawing attention to an often-overlooked social asset for learners—their families. While families are usually secondary in discussions of equity in STEM education, a growing number of researchers have highlighted the need to consider and partner with families to establish anti-racist, asset-based educational practices in both informal and formal learning environments. In this related paper set, the first two papers directly challenge the ways deficit-based perceptions of families from historically marginalized communities undermine the critical role that family members play in supporting youth STEM engagement, learning, and identity development. In the second two papers, investigators examine how educators and researchers can use insights from families to inform the design of learning environments inside and outside of school. Collectively, the four papers emphasize the critical importance of working with families to address inequities in STEM education and demonstrate the unique opportunities for envisioning new learning possibilities through these partnerships. 

Quasi-periodic plasmoid formation at the tip of magnetic streamer structures is observed to occur in experiments on the Big Red Ball as well as in simulations of these experiments performed with the extended magnetohydrodynamics code, NIMROD. This plasmoid formation is found to occur on a characteristic time scale dependent on pressure gradients and magnetic curvature in both experiment and simulation. Single mode, or laminar, plasmoids exist when the pressure gradient is modest, but give way to turbulent plasmoid ejection when the system drive is higher, which produces plasmoids of many sizes. However, a critical pressure gradient is also observed, below which plasmoids are never formed. A simple heuristic model of this plasmoid formation process is presented and suggested to be a consequence of a dynamic loss of equilibrium in the high- $$\beta$$ region of the helmet streamer. This model is capable of explaining the periodicity of plasmoids observed in the experiment and simulations, and produces plasmoid periods of 90 minutes when applied to two-dimensional models of solar streamers with a height of $$3R_\odot$$ . This is consistent with the location and frequency at which periodic plasma blobs have been observed to form by Large Angle and Spectrometric Coronograph and Sun Earth Connection Coronal and Heliospheric Investigation instruments.