Abstract Concepts in science education such as “science identity” and “science capital” are
informed by dominant epistemological and ontological positions, which translate into …

Black and Brown girls are underrepresented in science, technology, engineering, and math
(STEM) fields. Although studies have examined the reasons for this by exploring Black and …

Research in science education with multilingual learners (MLs) has expanded rapidly. This
rapid expansion can be situated within a larger dialogue about what it means to provide …

There is a significant amount of research literature on the importance of identifying and
building on students' experiences and ideas for making sense of the natural world …

With a decade passing since the release of the Next Generation Science Standards (NGSS),
it is timely to reflect and consider the extent to which the promise of science teaching and …

In this literature synthesis, the three authors bring their embodied voices to collectively
retrace the political-cultural-racialized-gendered topographies where key conceptualizations …

Background Ideologies are socially constructed frameworks for sensemaking that influence
teaching and learning. Drawing on Learning Sciences research on ideologies, we explore …

For some time, scholars who are guided by critical theories and perspectives have called out
how white supremacist ideologies and systemic racism work to (re) produce societal …

In this paper, we examine how researchers and teachers in a multi-year professional
development program shifted their conceptualizations of equity. Following (Grapin et al …

When language is defined narrowly in mathematics classrooms, racially and linguistically
minoritized students in classrooms could be systematically positioned as “learners of …