Diversity, Social Justice, and the Educational Leader


Shifts in school demographics toward greater ethnic and linguistic diversity necessitate preparing a workforce of teachers who are skilled in inclusive teaching practices for all students. While improvements have been made over the past two decades, there is still a significant need to support pre-service elementary teachers in becoming capable instructors of STEM content in order to promote STEM achievement among diverse PK – 12 students. It is the obligation of all educational leaders to advocate for practices that work to dismantle systemic forms of inequality. This manuscript examines the increasingly significant role of science, technology, engineering and math (STEM) in our society, issues surrounding the performance of diverse American students’ STEM achievement, and provides recommendations for improvement.