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A major challenge in STEM education is connecting learning experiences centered on the histories, perspectives, and ideals of people of color in order to challenge systemic injustices that pervade our social and political structures (Bullock, 2017; Holbert et al., 2020; McGee, 2020).

 

Informed by this literature and inspired by theories of Critical Constructionism and Afrofuturism

 

How do Black boys respond to culturally-responsive, Afrofuturist STEM programming?

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What critical artifacts and counter-stories do learners produce that potentially disrupt social injustice?

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Focus on experiences using both “high-tech” and “no-tech” learning tools,

including the coding of drones and gardening.

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Creating equity strategies that do not concurrently reinforce global power structures and that meaningfully link increasing access to high-quality STEM education with the evolution of STEM fields toward social justice and Human dignity (Vossoughi & Vakil, 2018).