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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.