Equity-Centered Design Thinking in STEM Instructional Leadership. (March 2021)

• Record Type: Journal Article
• Authors: Khalil, Deena; Kier, Meredith
• Other Names: Parker Michele guest-editor.; Cruz Laura guest-editor.; Gachago Daniela guest-editor.; Morkel Jolanda guest-editor.
• Is Part Of: Journal of cases in educational leadership. Volume 24:Number 1(2021)
• Page Start: 69
• Page End: 85
• Publication Date: 2021-03
• Subjects: design thinking -- equity -- STEM instructional leadership; Educational leadership -- Periodicals; Educational leadership -- Research -- Periodicals; 371.2011
• DOI: 10.1177/1555458920975452
• Languages: English
• ISSNs: 1555-4589

Abstract

In the past decade, STEM (science, technology, engineering, and mathematics) instructional leaders have struggled with how to interpret and implement K–12 standards-based education so that minoritized learners have equal opportunity to be college and career ready. An equity-centered design thinking approach can support leaders to interrogate the often-time divergent values of stakeholders so they may collaboratively identify and address the problems of practice in STEM education. By considering the ethos and strategies necessary to intentionally center equity by design, this case presents prospective leaders the opportunity to practice converging divergent needs and beliefs about STEM education while they ideate solutions grounded in the experiences of minoritized learners.