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  1. Abstract While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science, Technology, Engineering and Mathematics) learning (ISL), this paper argues that the sector would benefit from an approach that foregrounds equity and social justice outcomes. We propose a new model for reflecting on equitable youth outcomes from ISL that identifies five key areas: (1) Grounded fun; (2) STEM capital; (3) STEM trajectories; (4) STEM identity work; and (5) Agency+ . The model is applied to empirical data (interviews, observations and youth portfolios) collected over one year in four UK-based ISL settings with 33 young people (aged 11–14), largely from communities that are traditionally under-represented in STEM. Analysis considers the extent to which participating youth experienced equitable outcomes, or not, in relation to the five areas. The paper concludes with a discussion of implications for ISL and how the model might support ongoing efforts to reimagine ISL as vehicle for social justice. 
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  2. This study investigates how youth from two cities in the United States engage in critical data practices as they learn about and take action in their lives and communities in relation to COVID-19 and its intersections with justice-related concerns. Guided by theories of critical data literacies and data justice, a historicized and future-oriented participatory methodological approach is used to center the lived lives and communities of participants through dialogic interviews and experience sampling method. Data were co-analyzed with participants using critical grounded theory. Findings illustrate how youth not only aimed to reveal the dynamic and human aspects of and relationships with data as they engage with/in the world as people who matter but also offered alternative infrastructures for counter data production and aggregation toward justice in the here and now and desired possible futures. Implications for studies of learning with/through data practices in everyday life in relation to issues of justice are discussed. 
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  3. null (Ed.)
    We report on how one community builds capacity for disrupting injustice and supporting each other during the COVID-19 crisis. We engaged long-term community partners (parents, their youth, and local community center leaders) in on-going conversation on their experiences with the pandemic. We learned with and from community partners about how and what people in communities most vulnerable in this crisis learn about and respond to COVID-19 in highly contextualized ways, individually and through extended family groups and trusted social networks. We report on how they put understandings towards educated, organized, urgent community infrastructuring actions within informal coalition networks. We explore these actions as necessary localized responses to systemic neglect from dominant institutional infrastructures during a global pandemic. 
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  4. Autumn, a young white woman growing up in multi-generational poverty in an economically challenged midwestern city, has authored a STEM-empowered life against the dominant sociohistorical narrative in American society. She has attended public schools that served significant populations living in high poverty – overcrowded classrooms, high teacher turnovers, out-of-field teaching, and limited STEM resources. Yet, she has authored herself into STEM despite these mitigating circumstances. Autumn is currently a high school senior with aspirations to become an engineer or a hairdresser working in an eco-salon. She spends part of her time after school in a makerspace housed in her local community center, building things to solve other people’s problems. She reminds us that her out-of-school efforts to participate in STEM exist worlds away from schooling. However, she takes the optimistic view that if she could tell teachers about her out-of-school STEM experiences, her teachers might be better able to help her and her peers serve the interests and needs of her community, as well as see Autumn’s potential in STEM. Now a rising 12th grader, we have followed Autumn since 5th grade through school and afterschool. As she grew older, she became more interested in helping us to document and tell her story. She is an author on this paper. Also during this time, Autumn has shifted from wanting to be a hair designer (5th grade) to wanting to own a “green” (environmentally friendly) hair salon (8th grade), to considering engineering as a possible career (10th grade). Autumn has struggled with being labeled “a girl in the background” and someone whom her mother described in 7th grade as “if she would just get Ds, I would be happy.” However, over the past 6 years, Autumn has engaged in an ever-increasing range of STEM-rich actions and relationships, including building a Little Free STEM Library, leading workshops on energy efficiency, making educational movies for her community to teach about green energy, and writing for her afterschool STEM club blog. We are interested in Autumn’s engagement with others in these activities over time and space, and how they shape her own and her community’s engagement in STEM. The overarching question that guides this manuscript is: What are the micro-dynamics that produce and challenge inequalities in Fall’s becoming in STEM, as a white girl, growing up in multi-generational poverty in a Midwestern city. Using Holland & Lave’s (2009) two forms of history –“history in person” and “history in institutionalized struggles”–we examined several pivotal events, and the micro-dynamics at play, identified by Autumn with respect to becoming in STEM. We sought to make sense of the ways in which Autumn’s STEM experiences were carried out in local practice but also enacted against the broader background of cultural/historical narratives. In this process we traced Autumn’s core commitments-in-practice in STEM & Community. We also examined how these core commitments-in-practice led, at times, to conflict and new forms of “contentious local practice” (LCP) as these commitments-in-practice pushed back against particular local, historical and sociocultural contexts. 
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