All that glitters is not gold: confronting race-neutral perspectives on diversity and equity across STEM curricula

Abstract

In her critical analysis of a popular children’s television show which centers the experiences of a Black girl veterinarian, Sheron Mark finds that although the positioning of these identities illustrates progress vis-à-vis representation, diversity through representation further upholds whiteness. Consequently, to meaningfully engage tenets of diversity and equity in STEM formal and informal learning spaces, the sociocultural contextual factors that account for the systems of power which shape broader ideological perspectives of STEM must be acknowledged. As she calls for such a reckoning within informal and formal STEM spaces, this forum contributes to Mark’s argument by illustrating how the term “equity” is operationalized within current science reform-aligned curricula. Throughout the forum, I provide parallel examples of how such standards which implicate equity function much like diversity, thus maintaining whiteness. Returning to Mark’s charge, this forum concludes with an actionable vision for STEM learning that is truly accommodating of diverse epistemologies and identities in the pursuit of a more equitable STEM experience for youth of color.