Teacher, Researcher, Designer

Science Museum Internships Expand What Counts as STEM
By Carrie D. Allen

The well-documented underrepresentation of women and people of color in science fields (Ong et al., 2011) remains persistent in the United States (National Science Foundation, 2018). A growing body of research suggests that a contributing factor is the ways in which K–12 learning environments recapitulate constrained notions of what it means to participate in and be “good at” science, technology, engineering, and mathematics (STEM).