Teaching for Social Justice: How Educators Address Inequalities in STEM Education

Abstract

Inequalities in STEM education remain a persistent issue, disproportionately affecting underrepresented groups, including women, minorities, and low-income students. This study aims to explore how educators address these inequalities through social justice frameworks in their teaching practices. Grounded in theories of culturally relevant pedagogy and critical pedagogy, the research investigates the role of teachers as key agents in promoting equity in STEM classrooms. A systematic literature review was conducted, drawing from case studies, academic articles, and policy reports, focusing on strategies that educators use to create more inclusive and supportive learning environments. The findings reveal that educators utilize a range of methods, such as differentiated instruction, inclusive curriculum design, and culturally responsive teaching, to address disparities in STEM education. However, significant challenges, including limited resources and inconsistent institutional support, hinder full implementation. This paper highlights the importance of teacher agency and the need for professional development programs that equip educators to better address social justice in STEM education. It contributes to existing literature by providing a comprehensive analysis of best practices while identifying gaps in research on long-term impacts and global applicability.