Introduction to Building from strengths: Culturally situated early STEM learning

Abstract

Despite the wide acknowledgement that children's learning is culturally situated, there is a dearth of research describing the early STEM learning experiences of children from ethnoculturally and linguistically minoritized backgrounds. In this introduction to the special issue, we argue for the need to diversify the child and family populations who provide the basic knowledge and metrics for developmental work on early STEM learning.