Social Justice Resources
Ensuring STEM is accessible to all students within the Northwestern Lower MiSTEM Network is a core belief. We have accumulated these resources for you to use within your schools and classrooms. Each has been linked out for you to explore the best fit for you and your students. If you don’t see a solid social justice resource that should be included, please send them to Drea Weiner, MiSTEM Network Regional Director for review.
| Name | Description | ISM | Content Area | Cost | Website | |
|---|---|---|---|---|---|---|
| 100 inspiring Hispanic/Latinx scientists in America | Until the scientific community makes dedicated efforts to include minority scholars, science will never be an equal society. While the Supreme Court recently ruled to block attempts to end the Deferred Action for Childhood Arrivals (DACA) program, the fight against systemic racism is a long journey that extends far beyond this case. We must all work to ensure scientists from all walks of life are supported and welcomed into the scientific community in order to build a landscape that more accurately represents the makeup of society. | Race | Science, Equity & Inclusion | None | https://crosstalk.cell.com/blog/100-inspiring-hispanic-latinx-scientists-in-america?fbclid=IwAR3Ug-nwFsNt5OhLHIIQQBLqkKZvQjJED1JSv3HFX7tzwTEp5St95aovaJw | |
| 120 Orange Statues Have Taken Over the Smithsonian Grounds | Dozens of life-size, bright-orange statues have taken over the grounds around the Smithsonian Castle and Arts and Industries Building. The 120, 3-D printed sculptures, each depicting a real woman who works in STEM, are a collaboration between the Smithsonian and If/Then, an initiative that aims to inspire and connect young girls with female leaders in science and technology. They represent the largest collection of statues of women ever assembled together, according to the Smithsonian. | Gender | STEM | None | https://www.washingtonian.com/2022/03/04/photos-120-orange-statues-have-taken-over-the-smithsonian-grounds/#:~:text=The%20120%2C%203%2DD%20printed,leaders%20in%20science%20and%20technology. | |
| 179 Black Innovators in STEM + Arts You Should Know and Support! | For generations, Black voices and influencers have been suppressed and overlooked. Black people and Black communities are constantly fighting for an end to racial, social, and economic oppression. It is the responsibility of non-Black communities to hold themselves accountable and to educate themselves on what is happening in our world. Together we can uplift and amplify Black voices that cannot be heard or are refused to be listened to. | Race, Gender | Technology, Engineering | None | https://lisamaebrunson.medium.com/136-black-innovators-in-stem-arts-you-should-know-and-support-1dcf93563866 | |
| A Pathway to Equitable Math Instruction | A Pathway to Equitable Math Instruction is an integrated approach to mathematics that centers Black, Latinx, and Multilingual students in grades 6-8, addresses barriers to math equity, and aligns instruction to grade-level priority standards. The Pathway offers guidance and resources for educators to use now as they plan their curriculum, while also offering opportunities for ongoing self-reflection as they seek to develop an anti-racist math practice. The toolkit “strides” serve as multiple on-ramps for educators as they navigate the individual and collective journey from equity to anti-racism. | Race, ELL | Math | None | https://equitablemath.org/ | |
| ASEE: LGBTQ+ Advocacy in STEM | The Virtual Community of Practice offers a mechanism for members to share knowledge, ideas, and resources and to support one another as they develop and implement action plans to promote LGBTQ+ inclusion in engineering and STEM departments and on college and university campuses. | LGBTQIA+ | STEM | None | https://lgbtq.asee.org/ | |
| Beyond Curie | Beyond Curie is a design project that highlights badass women in science, technology, engineering + mathematics. | Gender | Science, Technology, Engineering, Math | None | https://www.beyondcurie.com/ | |
| Changing the Conversation: Messages for Improving Public Understanding of Engineering | The overall conclusion of this report is that the public image of engineering and engineers must appeal to the optimism and aspirations of students and must be all inclusive. In the past, the image of engineers has been focused mostly on white males and messages have emphasized the preparation necessary for engineering careers, especially math and science. This NAE report published last summer recommends that the engineering community begin immediately to plan and initiate a coordinated communications campaign to interest young people from all backgrounds in engineering careers by appealing to their desire to find hands-on solutions to problems that can make a difference in the world and improve people’s lives. This report recommends specific messages and taglines that were selected based on qualitative and quantitative research, including an online survey of 3,600 teenagers and adults (among them many African Americans and Hispanics), focus groups with middle-school girls, and other data-gathering activities to test the appeal, believability, and relevance of messages and taglines. | Race, Gender | Engineering | None | https://www.nae.edu/24985/Changing-the-Conversation-Messages-for-Improving-Public-Understanding-of-Engineering | |
| The Codebreaker | Based on the book The Woman Who Smashed Codes: A True Story of Love, Spies, and the Unlikely Heroine Who Outwitted America's Enemies, The Codebreaker reveals the fascinating story of Elizebeth Smith Friedman, the groundbreaking cryptanalyst whose painstaking work to decode thousands of messages for the U.S. government would send infamous gangsters to prison in the 1930s and bring down a massive, near-invisible Nazi spy ring in WWII. Her remarkable contributions would come to light decades after her death, when secret government files were unsealed. But together with her husband, the legendary cryptologist William Friedman, Elizebeth helped develop the methods that led to the creation of the powerful new science of cryptology and laid the foundation for modern codebreaking today. | Gender | Computer Science | None | https://www.pbs.org/wgbh/americanexperience/films/codebreaker/#part01 | |
| Coded Bias | When MIT Media Lab researcher Joy Buolamwini discovers that facial recognition does not see dark-skinned faces accurately, she embarks on a journey to push for the first-ever U.S. legislation against bias in algorithms that impact us all. | Race, Gender | Computer Science | Yes | https://www.imdb.com/title/tt11394170/?ref_=fn_al_tt_1 | |
| Culturally Relevant Math Practice | Relevant mathematics teaching ensures that children thrive and find voice and meaning in the mathematics that they do. | Gender, Race, Class, LGBTAIQ+, National Origin, People with Disabilities, ELL | Math | Yes / No | https://www.relevantmath.org/ | |
| Curturally Responsive-Sustaining Computer Science Education: A Framework | Recognizing the need for a research-driven framework to design and implement equitable and culturally responsive-sustaining pedagogy within computer science classrooms, we have developed the Culturally Responsive-Sustaining CS Framework for K-12 computer science education. The Culturally Responsive-Sustaining CS Framework builds upon decades of theory and research on culturally relevant and responsive pedagogy across disciplines and was developed in partnership with researchers, practitioners, teachers, students, and other education advocates. The framework is intended to guide teacher preparation and professional development, curriculum development, and policies for developing a robust pipeline of CS teachers that will ultimately ensure greater adoption of culturally sustaining practices within computer science classrooms, close equity gaps in computer science, and improve the outcomes of marginalized students in computer science education. It is our intention that this framework will help to move the needle on equity in computer science education. We anticipate that the framework and its utilization will continue to evolve and be refined over time. | Gender, Race, Class, LGBTAIQ+, National Origin, People with Disabilities, ELL | Computer Science | None | https://drive.google.com/file/d/1f8kSfiM8sz9xfgJJiyHzoTQ6GFRRo2ce/view | |
| Engineering Inclusion | Engineer Inclusion helps people intentionally and systematically engineer equity and inclusion into their organizations: driving positive outcomes and effectively supporting employees and the community. | Gender, Race, Class, LGBTAIQ+, National Origin, People with Disabilities, ELL | Engineering, Career Exploration | Yes / No | https://engineerinclusion.com/ | |
| GLSEN: Why (and How) STEM Curriculum Needs to Be LGBT Inclusive | As a bisexual genderqueer person, I never saw or even imagined seeing myself in my classes. Then, in a college genetics class, I learned that there were biologically(!) more than two sexes. Then, in an animal behavior class, I learned that same-sex mating was pretty common in the animal kingdom. My major instantly became far more fascinating. Although early in college I had considered dropping my bachelor of science major and focusing on my bachelor of arts, my interest in what I was learning about gender and sexual diversity contributed to my sticking with my original plan. | LGBTQIA+ | STEM | None | https://www.glsen.org/blog/why-and-how-stem-curriculum-needs-be-lgbt-inclusive | |
| Grand Challenge: Balance the Equation - A Grand Challenge for Algebra 1 | Grand Challenges is a family of initiatives fostering innovation that historically solve key problems in global health and development for those most in need. These initiatives use challenges to focus attention and effort on specific problems. They can be traced back to over a century ago when a mathematician named David Hilbert defined a set of unsolved problems to spark progress in the field of mathematics. Each initiative is an experiment in the use of challenges to focus innovation on having an effect. | Gender, Race, Class, LGBTQIA+, National Origin, People with Disabilities, ELL | Math | None | https://gcgh.grandchallenges.org/challenge/balance-equation-grand-challenge-algebra-1 | |
| How I'm Fighting Bias in Algorithms | MIT grad student Joy Buolamwini was working with facial analysis software when she noticed a problem: the software didn't detect her face -- because the people who coded the algorithm hadn't taught it to identify a broad range of skin tones and facial structures. Now she's on a mission to fight bias in machine learning, a phenomenon she calls the "coded gaze." It's an eye-opening talk about the need for accountability in coding ... as algorithms take over more and more aspects of our lives. | Race, National Origin, People with Disabilities, ELL | Computer Science | None | https://www.ted.com/talks/joy_buolamwini_how_i_m_fighting_bias_in_algorithms?language=en | |
| If/Then Collection | Technology | The IF/THEN® Collection is the largest free resource of its kind dedicated to increasing access to authentic and relatable images of real women in STEM. | Gender | Science, Technology, Engineering, Math | None | https://www.ifthencollection.org/ |
| #IfThenSheCan | Lyda Hill Philanthropies' IF/THEN® Initiative presents #IfThenSheCan – The Exhibit. This monumental exhibit of 120 3-D printed statues celebrates contemporary women innovators in science, technology, engineering and math (STEM) and featured the most statues of real women ever assembled together. The individual stories of the women the statues represent, accessible through QR code-linked videos, images and biographies, highlights how a more diverse, more inclusive workforce will strengthen the world’s shared future. If we support a woman in STEM, THEN she can change the world! | Gender | Science, Technology, Engineering, Math | None | https://ifthenexhibit.org/ | |
| International Women's Day | MISSION: To elevate and advance gender parity in technology and celebrate the women forging innovation | Gender | Technology | None | https://www.internationalwomensday.com/Mission/Tech | |
| Kapor Center | The Kapor Center's inclusive technology sector for all. We work to intentionally dismantle barriers to tech and deployment of technologies across the Leaky Tech Pipeline through research-driven practices, gap-closing investments, increased access to computer science education, supporting and partnering with mission-aligned organizations, advocating for needed policy change, and more. | Race | Technology, Computer Science | None | https://www.kaporcenter.org/ | |
| Library of Congress: Women's History Month | The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in commemorating and encouraging the study, observance and celebration of the vital role of women in American history. | Gender, People with Disabilities, Race | Technology, Computer Science | None | https://womenshistorymonth.gov/ | |
| NAPE: Role Models | One of the most effective ways to encourage students to consider nontraditional careers is to introduce them to diverse role models, particularly role models with whom they are able to relate, by gender, ethnicity, socio-economic status, location, etc. Providing a diverse representation of role models begins to challenge stereotypes around careers where some groups may traditionally be underrepresented. For example, women and people of color are underrepresented in most STEM fields, specific disciplines including engineering, physics, and computer science. But when we introduce our students to female engineers, or black computer scientists, we begin to shift the status quo and transform popular image and belief of who “belongs” in STEM, to include every type of person. | Gender, Race, Class, LGBTQIA+, National Origin, People with Disabilities, ELL | STEM | Yes / No | https://napequity.org/resources/role-models/ | |
| NAPE: STEM Equity Program Evaluation Rubric | This rubric is designed to help program administrators, designers, implementers and funders identify the critical attributes of a STEM program to determine the degree to which it is inclusive and supports access and success for students who historically have not engaged in STEM. Serving “all students” does not ensure equity, so considering how each of these attributes impacts underrepresented students in STEM and addressing those barriers will create a STEM learning environment where every student can succeed. | Gender, Race, Class, LGBTQIA+. National Origin, People with Disabilities, ELL | STEM | None | https://napequity.org/stem/stem-equity-project/imstem/stem-equity-program-evaluation-rubric/ | |
| National Academy of Sciences: Progress was Neither Swift Nor Easy | Women are underrepresented in most STEMM fields despite being half of the population and performing as well as, if not better than, men in math and science. Women with multiple marginalized identities (women of color, women with disabilities, sexual-and gender-diverse populations) are an even smaller minority. According to the 2020 National Academies of Sciences, Engineering, and Medicine report Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: “The gender gaps that have characterized most U.S. STEMM fields for the past 50 years merit attention because such gaps exact both explicit and opportunity costs for the nation’s scientific enterprise. Multiple components of STEMM fields demonstrably benefit from gender diversity.” | Gender | STEM, Math, Science | None | https://www.wsemexhibit.org/ | |
| NGCP: The State of Girls & Women in STEM | For girls/young women of color and girls/young women from lower socioeconomic status, the impactsof the intersectional inequalities of gender, race, ethnicity, and class can hinder identification with and long-term participation in STEM. | Gender | Math, Science | None | https://ngcproject.org/sites/default/files/downloadables/2022-03/ngcp_stateofgirlsandwomeninstem_2022b.pdf | |
| NSF: Evidence-based Strategies for Attracting & Retaining Girls and Women in STEM | Recent data show that women constitute 51% of the U.S. population (NSF, 2019) and 56% of total undergraduate enrollment (National Center for Education Statistics, 2020). Yet women remain underrepresented in most science, technology, engineering, and mathematics (STEM) fields at all levels of education and occupations (García-Holgado et al., 2019). | Gender | STEM | None | https://higherlogicdownload.s3.amazonaws.com/INCLUDESNETWORK/b7621cf4-8af3-4bdc-8748-b6ba98678704/UploadedImages/Evidence-based_Strategies_for_Attracting_and_Retaining_Gilrs_and_Women_in_STEM.pdf | |
| STEM Ed Innovators | STEM Ed Innovators are anti-racist, culturally responsive educators who prepare every young person for STEM careers that build a more just world. | Race | STEM, Career Exploration | None | https://www.stemedinnovators.org/ | |
| STEM Role Models Posters | Download our STEM Role Models posters for your school or workplace — now in 7 additional languages | Gender | Science, Math, Engineering, Teachnology | None | https://www.learningforjustice.org/sites/default/files/2020-09/TT-Social-Justice-Standards-Anti-bias-framework-2020.pdf | |
| Teaching Tolerance: Social Justice Standards | The Social Justice Standards are a set of anchor standards and age-appropriate learning outcomes divided into four domains—Identity, Diversity, Justice and Action (IDJA). The standards provide a common language and organizational structure: Teachers can use them to guide curriculum development, and administrators can use them to make schools more just, equitable and safe. The standards are leveled for every stage of K–12 education and include school-based scenarios to show what anti-bias attitudes and behavior may look like in the classroom. | Gender, Race, Class, LGBTQIA+, National Origin, People with Disabilities, ELL | Equity & Inclusion | None | https://www.learningforjustice.org/sites/default/files/2020-09/TT-Social-Justice-Standards-Anti-bias-framework-2020.pdf | |
| Women's History Month: 50+ Women in Science and Engineering to Learn More About | There have always been women in science. Whether recognized at the time or not, women interested in science and engineering have made important discoveries, conducted game-changing research, and pursued careers in science, technology, engineering, and math (STEM). Uncovering and sharing these stories and encouraging girls to see themselves as future scientists is important, ongoing work for science educators. | Gender | Science, Engineering | None | https://www.sciencebuddies.org/blog/women-in-science-history | |
| Women of STEM | Women have always played a critical role in NASA’s history. Today, the women of NASA continue to lead and inspire in the areas of science, technology, engineering and mathematics (STEM). NASA is committed to recruiting and retaining women in STEM to help the agency continue to push boundaries to achieve the impossible. Are you ready to explore the extraordinary, every day? | Gender | Science, Engineering | None | https://www.nasa.gov/careers/women-of-stem/ |