Engineering for Equity: Exploring the Intersection of Engineering Education, Family Learning, Early Childhood, and Equity

July 11th, 2022 | RESEARCH

Over the last year we have been able to take a few hours each week to step back from our current work, reflect on our assumptions, learn from others, and explore new ways that our research could both uncover and help dismantle inequities and racism in the STEM education system. This eBook, and the series of blog posts on which it is based, is the result of these conversations and this reflective process. Our goal is to explore the themes and ideas that emerged from the year and how these might fundamentally change the way we think about STEM, work with families and children, and conduct research. We also hope this resource will serve as a catalyst for ongoing discussions within and beyond the STEM education research community. In the following chapters, we reflect on a variety of topics, including approaches to collaborating with families, asset-based perspectives on STEM education, and equity- based strategies for engaging families with engineering. While our reflections focus on engineering education and our work with families, we believe the themes that emerged for us over the last year have implications across STEM domains and learning contexts.



Team Members

Scott Pattison, Author, TERC
Smirla Ramos-Montañez, Author, TERC
Gina Navoa Svarovsky, Author, University of Notre Dame
Shauna Tominey, Author, Oregon State University


Funding Source: Other

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906409

Funding Source: NSF
Funding Program: EngEd-Engineering Education
Award Number: 1930848

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 2115463

Related URLs

Collaborative Research: Head Start on Engineering: Developing a Learning Community to Study and Support Family-level Interest in Engineering
Design and Development: Research Exploring Activity Characteristics and Heuristics for Early Childhood Engineering (REACH-ECE)
Diálogos: Harnessing Latinx Community Cultural Wealth to Support Executive Function in Early Childhood through Family Engineering Experiences


Access and Inclusion: Ethnic | Racial | Hispanic | Latinx Communities | Low Socioeconomic Status
Audience: Educators | Teachers | Families | Museum | ISE Professionals | Parents | Caregivers | Pre-K Children (0-5)
Discipline: Education and learning science | Engineering
Resource Type: Blog Post | Book | Reference Materials
Environment Type: Informal | Formal Connections | Pre-K | Early Childhood Programs

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within are those of the authors and do not necessarily reflect the views of NSF.

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