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It explains inclusive STEM classrooms, interconnections between STEM learning and language learning, and roles for families and communities. Concludes with systemic responses and action steps for long-term participation gains.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/creating-inclusive-prek-12-stem-learning-environments-action-steps-for-inclusive-stem-education/583498/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/creating-inclusive-prek-12-stem-learning-environments-action-steps-for-inclusive-stem-education/583498.png","ImageObject",300,407,{"name":42,"@type":43},"Jacob","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is inclusive PreK–12 STEM education important?","Question",{"text":63,"@type":64},"STEM skills and qualifications are highly valued, yet some student groups have unequal opportunities to learn STEM. 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The brief refers to individual disciplines when research specifically addresses those disciplines.  \n© 2018 CADRE  \nThis brief was funded by the National Science Foundation through grant  \n\\#1743807. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.  \nThe Challenge  \nSTEM-related skills, knowledge, and qualifications are highly valued in our society. Yet, specific groups of students have had, and continue to have, unequal opportunities to learn STEM from PreK through high school. This exclusion is caused by many factors and has led to well-documented disparities in the selection of STEM-related majors and careers. Redressing these inequities is a moral imperative.  \nThe Opportunity  \nBroadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce. In this way, broadening participation has the potential to transform society by reducing social and economic inequities, and by bringing new knowledge to scientific problems and solutions. The shifts called for by many recent state mathematics and science standards and increased attention to K–12 engineering and computer science provide an opportunity to reshape PreK–12 STEM education to be more inclusive of groups who are underrepresented in STEM. These groups include females; Latinos, Hispanics, Blacks, and other students of color; English learners; and students with disabilities.  \nWhat WeAre Learning  \nInclusive STEM learning spaces look and sound different.  \nInclusive STEM classrooms embody what we know about high-quality STEM teaching, with an emphasis on the learning of ALL children. In inclusive classrooms:  \n􀀍 ALL students are doing and learning STEM. Children in ALL grades, of ALL abilities, and from ALL backgrounds talk and collaborate as they engage with STEM-related concepts and phenomena. They share their ideas, knowledge, and work, even if they do not have all the answers. As a result, these classrooms may be more active than traditional classrooms.  \n􀀍 Teachers believe that ALL students are capable of thinking about, knowing, and learning STEM. They do not expect students to have all the answers, and they accept “failure”as a natural part of doing STEM. They listen to students’ ideas; find different ways for students with diverse languages, backgrounds, and abilities to express those ideas; and connect the knowledge students bring to the classroom with STEM.  \n􀀍 STEM learning and language learning are intertwined. When students engage in science, mathematics, and engineering practices, they collaborate to engage with phenomena, explore and analyze ideas, and develop and justify their explanations. Talking and reasoning about STEM, with support from teachers and peers, encourages ALL students to extend their vocabulary to express their ideas.  \n􀀍 Allowing ALL students to experience the joy of discovery takes time. STEM involves trial and error, and it involves collaboration to explore and analyze ideas. Although this typeof learning takes more time than covering a predetermined sequence of ideas, it builds genuine understanding in STEM.  \nBroadening participation also includes families and communities.  \n􀀍 A deep understanding of the learning assets in students’communities can help leverage their cultural and linguistic resources for STEM learnin","cbCaii0Sgwikh4Rp","https://ap.wps.com/l/cbCaii0Sgwikh4Rp","pdf",407458,"English","# Creating Inclusive PreK–12 STEM Learning Environments\n## What Is STEM?\n## The Challenge\n## The Opportunity\n## What We’re Learning\n## Action Steps for Creating Inclusive PreK-12 STEM Learning Environments","[{\"question\":\"Why is inclusive PreK–12 STEM education important?\",\"answer\":\"STEM skills and qualifications are highly valued, yet some student groups have unequal opportunities to learn STEM. The brief argues that addressing these inequities is a moral imperative and can transform society.\"},{\"question\":\"What does the brief mean by STEM?\",\"answer\":\"“STEM” includes science, technology, engineering, and mathematics, treated both as individual disciplines and as integrated approaches across disciplines.\"},{\"question\":\"What characterizes inclusive STEM classrooms?\",\"answer\":\"Inclusive classrooms emphasize that ALL students do and learn STEM, teachers believe ALL students can engage meaningfully, and STEM learning is intertwined with language development through collaboration, reasoning, and supported expression.\"}]","Creating Inclusive PreK-12 STEM Learning Environments - Action Steps for Inclusive STEM Education | PDF",1792047445]