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This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multilingual students and how they sensemake in science. Based on our findings, we suggest researchers: (1) reflect upon and expand their views of language, which will enable the field to develop more nuanced understandings of how language use across linguistic and multimodal resources permeates all science practices, and (2) consider how to expand multilingual students’ language repertoires for sensemaking while also valuing students’ existing language resources and practices. 

Our research collective explores Latine learner’s experiences with mathematics. Therefore, we must consider possible methods to de-settle the white gaze surveilling and erasing Latine learners in K-12 schools, as well as the white ideologies in educational research. In this book review, we discuss KiMi Wilson’s Black Boys’ Lived and Everyday Experiences in STEM (2021) and explore his use of ethnographic research to tell the story of his boys (Carter, Malik, Darius, and Thomas). Wilson highlights how he disrupts the norms of educational ethnography through his research and posits the need to amplify Black voices and experiences in STEM education. He challenges the reader to push against white ideologies and reconsider the deficit narratives surrounding Black boys. By reflecting on Wilson’s work and our own, we consider two points of reflection: Centering humanity and emotionality, and the importance of place. We explore how Wilson addresses these two points through his stories of his boys and how our research collective considers these ideas in our work with Latine learners in mathematics. As educators, educational researchers, and policy makers, we must reflect, acknowledge, and create transformative actions centered around humanity and emotionality, as well as the importance of place, to ensure equitable learning spaces for Black and Latine learners.