Choose which of these free resources for equitable science instruction are most relevant to your work. Then read, discuss, and plan!

TAKEAWAYS:
1. Science learning is culturally rooted, and strong instruction should take an asset-based approach to young peoples’ ways of thinking and knowing; 2. Developing more inclusive classrooms is a constant process. There are always steps educators can take to support equity, no matter where they are in their journey; and 3. These resources offer tangible next steps educators can take toward equity in their classroom, from identifying meaningful anchor phenomena (stemteachingtools.org/brief/42) to teaching biology in more gender-inclusive ways (stemteachingtools.org/brief/76) to fostering more student talk (stemteachingtools.org/brief/35).

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA), Abby Rhinehart (University of Washington: Seattle, WA)

Our students are already impacted by climate change. How can we teach about it in ways that help them all thrive on a damaged planet?

TAKEAWAYS:
1. Justice-centered climate science instruction is possible and needed throughout the grade span, and intersects with a variety of other ecological topics; 2. Our young people are already aware of and experiencing the effects of climate change, and educators are in a unique position to help them better understand and process this new reality; and 3. There are many resources already available to support educators in this work, even if it may sound daunting at first.

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA), Abby Rhinehart (University of Washington: Seattle, WA)

STEM classrooms should establish a welcoming environment in which all individuals can use their cultural knowledge and practices to make sense of the world.

TAKEAWAYS:
1. A shared understanding of equity and social justice in science classrooms and STEM communities; 2. Approaches to identify and honor student-lived experiences and cultures; and 3. Challenge conventional notions of what counts as science.

SPEAKERS:
Jon Kovach (UCLA Science Project: Los Angeles, CA)

Empowering students to make science-based decisions requires acknowledgment and dialogue around the injustices marginalized communities have endured within scientific fields.

TAKEAWAYS:
1. Develop empathy through the exploration of historical events that have accumulated generational mistrust of STEM communities; 2. Create opportunities to acknowledge and validate personal experience even when it might contradict our personal experience or larger data sets; and 3. Explore the impact of the objectivity myth perpetuated within STEM educational spaces.

SPEAKERS:
Justin Betzelberger (UCLA Science Project: Los Angeles, CA), Zachary Cue (UCLA STEM+C3 and Science Project)