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Social equity and STEM education

机译：社会公平与STEM教育

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Since the 1950s, there have been two large movements for science, technology, engineering, and mathematics (STEM) education, one occurring after the Sputnik orbit in the late 1950s and the most recent initiated in part by the report Rising above the Gathering Storm (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007). The most recent call for STEM education has been propagated across multiple National Research Council Reports (NRC, 2013, 2014, 2015) and calls by the President's Council of Advisors on Science and Technology (2010). Although these STEM education movements have plenty of similarities, each movement is different in its focus on the purpose of STEM education. The STEM movement in the 1960s was focused on creating career scientists and mathematicians, and funding from this movement created of curriculum efforts solely for high-performing students. The current STEM movement has distinguished itself by setting goals to be more inclusive, focusing mainly on STEM literacy for all students. All citizens should be able to possess skills and knowledge in STEM, rather than STEM being a subject accessible only to those who want to pursue STEM as a career. In the past, STEM schools usually were selective schools, denying admission to students who might need additional support. The current trend of STEM education being all-embracing can be seen in the creation of many new inclusive STEM schools, a type of school that focuses on rigorous STEM education for any student who wants to attend regardless of prior academic achievement. It can be argued that the current STEM education movement can nudge the needle of social equity in the United States.
机译：自1950年代以来，科学，技术，工程和数学（STEM）教育经历了两次重大运动，一次是在1950年代末人造卫星轨道之后发生的，最近一次是由报告《崛起于聚集风暴》（美国国家科学院，美国国家工程学院和医学研究所，2007年）。最近，对STEM教育的呼吁已在多个国家研究委员会的报告中传播（NRC，2013、2014、2015），以及总统科学技术顾问委员会的呼吁（2010）。尽管这些STEM教育运动有很多相似之处，但每个运动在关注STEM教育目的上都是不同的。 1960年代的STEM运动专注于培养职业科学家和数学家，而该运动的资金仅用于为高水平的学生提供课程设计。当前的STEM运动已通过将目标设定为更具包容性而突出，主要关注所有学生的STEM素养。所有公民都应该能够拥有STEM的技能和知识，而不是让STEM仅是那些希望将STEM视为职业的人可以访问的主题。过去，STEM学校通常是选拔学校，拒绝招收可能需要额外支持的学生。当前，STEM教育无所不包的趋势可以从创建许多新的全纳STEM学校中看到，这是一类学校，其重点是对任何想参加而不论其先前的学业成绩的学生进行严格的STEM教育。可以说，当前的STEM教育运动可以推动美国的社会公平。

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