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In this essay, we share historical and structural components of mentoring within institutions of higher education and grapple with technical and moral obligations of support. We argue for more humanizing approaches that embed personal, social, and cultural aspects of mentoring, and seek to disrupt the purposes of mentoring, and for whom? Using a critical approach, we promote justice-oriented and equity-driven models of mentoring that account for excessive teaching loads and service commitments for faculty at minority-serving institutions and Black and Brown faculty at predominantly White institutions. Current promotion and tenure publish or perish models neglect the intellectual and scholarly contributions made through teaching and service and therefore hold the same level of expectations for engagement in and dissemination of research. We share our own stories as Faculty of Color navigating institutional structures during the promotion and tenure process, while also negotiating incongruent cultures of our personal and professional lives. Furthermore, we address the need for mentoring and networking within exclusionary spaces to support the productivity and critical research agendas of Black and Brown faculty that often challenge the white heteronormative cultures of our institutions, professional organizations, peer-reviewed journals, and prestigious funding mechanisms. Implications of this essay include an acknowledgment of oppressive systems that early-career Black and Brown faculty often navigate and a call for diverse mentoring programs and supports that conform with and validate our lives and needs. Furthermore, we provide recommendations on evidence-based resources and approaches that are available to science, technology, engineering, and mathematics faculty and science educators.

This forum paper dialogues with Crystal Morton and Demetrice Smith-Mutegi's "Making it matter: Developing African American girls and young women's mathematics and science identities through informal STEM learning." Their article unveils the experiences of participants in Girls STEM Institute, and how they challenged beliefs about their ability to perform in science and mathematics. I extend the discussion to explore the importance of access through community-based initiatives and stand on the premise that we will continue to oxygenate master narratives and perpetuate inequities if the structure and function of our programs fail to challenge the status quo. Therefore, this paper serves as a call to action to: (1) recognize and address spirit murdering from teachers and authority figures who dismiss the abilities of Black girls to perform in STEM; (2) create humanizing spaces within schools and the larger community for Black girls to access STEM with authenticity; and (3) leverage the multidimensional identities of Black girls in ways that validate their cultural resources and brilliance. When we commit ourselves to creating more equitable learning spaces in STEM, then our actions will align with our responsibility to make Black girls matter. [For "Making It Matter: Developing African-American Girls and Young Women's Mathematics and Science Identities through Informal STEM Learning," see EJ1332932.]

In this paper, we share an approach to address systemic racism by highlighting a research-practice partnership [RPP] effort between a university and STEM program (I AM STEM) to understand the extent to which centering abolitionist teaching and emancipatory practices in a science methods course supported teacher candidates' virtual microteaching experiences. This study's conceptual framework put research-practice partnership in conversation with abolitionist teaching (Love, 2019) and community cultural wealth to explore access to STEM teaching and learning. We highlight the experiences of four secondary science teacher candidates through an embedded single case study. Data sources included observation field notes, microteaching reflections, semi-structured individual interviews, and lesson plans, which were analyzed using constructivist grounded theory approaches. Findings revealed that the teacher candidates embraced the concept of abolitionist teaching to inform their microteaching experiences by leveraging social justice standards and emancipatory pedagogies. The participants developed science lessons that honored students' cultural capital through critical readings, discussions, and reflections. Furthermore, the RPP between I AM STEM and the partnering university provided supports to contextualize and humanize science learning for Black and Brown children in online learning spaces. To expose and dismantle racism in science education, we must reimagine our science teacher preparation programs and courses. Thus, emancipating STEM education means engaging in the struggle toward humanity and collective healing. Abolitionist teaching within the context of science education does not require another reform effort. To disrupt systemic oppression, we must demand restorative justice and engage in direct transformative action.

The purpose of this study was to uncover determinants of Black families' access to STEM enrichment, specifically focusing on I AM STEM--a community-based program. Our research examined the association between class membership and how families learned about I AM STEM, to provide a more nuanced understanding about how family dynamics influence Black parents' access to educational enrichment programs for their children. This study draws from Bronfenbrenner's (1979) ecological systems theory (EST) and Coleman's (1988) definition of social capital to explore the ways in which Black families across socioeconomic backgrounds access and use the community-based STEM program. A latent class analysis was employed to identify determinants based on specific predictors (e.g., parents' highest level of education, free/reduced lunch status, and grade level of registered children). The latent class model extracted three distinct classes. Our findings revealed that all parents were likely to enroll their elementary-aged children, but the likelihood of enrolling middle or high school children increased with parents who were college educated. This study also uncovered that regardless of income or neighborhood lines, Black parents of all social classes, and family dynamics learned about the program through information sharing. Furthermore, the program's location increased access to informal STEM learning opportunities for parents who experienced poverty, while the program's curriculum attracted middle-class Black families who were not residents of that particular community. Collectively, I AM STEM promoted educational and economic inclusion, which broadened participation in STEM programming.

Building on previous research that has described the underrepresentation of women of color in science fields, this paper presents case studies of Black middle school girls to examine how their science identities developed over space and time. Data were collected over the course of their seventh-grade year in both in school (science classroom) and out-of-school (afterschool club) contexts. The Multidimensionality of Black Girls' STEM Learning framework was used to explore the role of the afterschool club as a counterspace and how students made sense of science, science people, and their current and future selves based on their experiences in school and after school science contexts. All three participants struggled to see their future selves as scientists and made distinctions amongst being a "science person," a person who likes science, or a scientist. They also negotiated views of science as active and hands-on in the afterschool setting while experiencing more passive and decontextualized forms of science in the formal school setting. Implications include a need to disrupt the culture of science and reimagine formal science education by learning from out-of-school time science programs that function as counterspaces to support Black girls' science identity. We conclude that there remains a need to draw attention to and understand the role of race and racism in science education so that Black girls' science identities are affirmed beyond counterspaces.

Teaching about wave structure and function is a critical element of any physical science curriculum and supported by "Next Generation Science Standards (NGSS)" PS4: Waves and Their Applications in Technologies for Information Transfer. To support students' learning of these ideas, teachers often rely on developing graphic models of a wave with students identifying different aspects of wave structure. To enhance this experience, some teachers employ readily available simulations from trusted websites. Digital resources are valuable tools that teachers can use to support students' science understanding through manipulating elements of digitally constructed scientific models. These approaches to teaching promote students' engagement in the practice of designing (drawing a wave) and using scientific models (working with a simulation). To expand upon these resources, the authors developed a series of instructional activities that deepen students' conceptual understanding of waves by engaging in computational thinking while developing and using scientific and mathematical models. They used an accessible programming platform, called Pencil Code, which displays the simulation and its code side by side, offering learners more opportunity to understand their interaction. The sequence of activities described in the article offers physical science teachers an engaging way for students to explore wave structure and observe the impact of different media. Most importantly, these activities also provide an example of how teachers can incorporate the scientific practice of computational thinking through combining it with the practice of developing and using scientific models.

Background Many hospitals introduced procalcitonin (PCT) testing to help diagnose bacterial coinfection in individuals with COVID-19, and guide antibiotic decision-making during the COVID-19 pandemic in the UK. Objectives Evaluating cost-effectiveness of using PCT to guide antibiotic decisions in individuals hospitalized with COVID-19, as part of a wider research programme. Methods Retrospective individual-level data on patients hospitalized with COVID-19 were collected from 11 NHS acute hospital Trusts and Health Boards from England and Wales, which varied in their use of baseline PCT testing during the first COVID-19 pandemic wave. A matched analysis (part of a wider analysis reported elsewhere) created groups of patients whose PCT was/was not tested at baseline. A model was created with combined decision tree/Markov phases, parameterized with quality-of-life/unit cost estimates from the literature, and used to estimate costs and quality-adjusted life years (QALYs). Cost-effectiveness was judged at a £20 000/QALY threshold. Uncertainty was characterized using bootstrapping. Results People who had baseline PCT testing had shorter general ward/ICU stays and spent less time on antibiotics, though with overlap between the groups' 95% CIs. Those with baseline PCT testing accrued more QALYs (8.76 versus 8.62) and lower costs (£9830 versus £10 700). The point estimate was baseline PCT testing being dominant over no baseline testing, though with uncertainty: the probability of cost-effectiveness was 0.579 with a 1 year horizon and 0.872 with a lifetime horizon. Conclusions Using PCT to guide antibiotic therapy in individuals hospitalized with COVID-19 is more likely to be cost-effective than not, albeit with uncertainty. [ABSTRACT FROM AUTHOR]

This study presents the interpretations and perceptions of Black girls who participated in I AM STEM--a community-based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have historically been silenced and misrepresented. The data sources for this qualitative study included individual interviews, student reflection journals, samples of student work, and researcher memos, which were triangulated to produce six robust counterstories. Excerpts of the counterstories are presented in this article. The major findings of this research revealed that I AM STEM ignited an interest in STEM learning through field trips and direct engagement in scientific phenomena that allowed the girls to become agentic in continuing their engagement in STEM activities throughout the year. This call to awaken the voices of Black girls to speak casts light on their experiences and challenges as STEM learners--from their perspectives. The findings confirm that when credence and counterspaces are given to Black girls, they are poised to reveal their luster toward STEM learning. This study provided a space for Black girls to reflect on their STEM learning experiences, formulate new understandings, and make connections between the informal and formal learning environments within the context of their everyday lives, thus offering a more holistic approach to STEM learning that occurs across settings and over a lifetime.

This article describes how teachers can turn their class into a STEM exploration hub where students engage with real-life scientists, mathematicians, and engineers. Within this space, students have opportunities to connect "Next Generation Science Standards"-aligned learning targets with potential STEM career choices. Using the 7E instructional framework (Eisenkraft 2003), the authors created a lesson in which students solve a genetic coding mystery, using their puzzle skills and knowledge about patterns to decode DNA. To explore STEM and DNA career choices, students also read about and then engaged in a virtual meeting with Pardis Sabeti, a practicing computational biologist, geneticist, professor, and researcher. The authors taught this lesson to a diverse high school biology class as part of a larger unit on heredity. The lesson took three 60-minute class periods: one hour for reading and DNA activity, one hour for STEM Gems Virtual Book Club, and one hour for the Claims-Evidence-Reasoning and argumentation session.

School-based physical therapists (SBPTs) rapidly transitioned to telehealth during the pandemic. This study explored the perceptions of, and strategies utilized by, SBPTs delivering therapy via telehealth. Using a grounded theory qualitative design, semi-structured interviews were completed with 13 SBPTs. Interviews were transcribed and theme coded until saturation was achieved. The following themes emerged: supports and education, challenges, strategies promoting success, and the outcomes of telehealth. SBPTs overcame challenges including those associated with technology, communication, space, equipment, and examination. Coaching techniques, incorporation into the daily routine, and the sharing of demonstrations promoted success. Telehealth service delivery was perceived to improve communication with educational teams and families, improve efficiency and productivity, increase access to students, promote an appreciation of the family and home context, and enhance family engagement. SBPTs believe incorporating elements of telehealth in conjunction with in-person delivery is ideal. While the COVID-19 pandemic forced a rapid transition to telehealth for SBPTs, lessons learned could have a long-lasting positive impact on school-based services. The benefits of telehealth should be considered in the delivery of school-based physical therapy services. [ABSTRACT FROM AUTHOR]

Librarians and information specialists' involvement during the development of grant applications for external funding can save researchers' time, provide specialist support, and contribute to reducing avoidable waste in research. This article presents a survey of information specialists working for the National Institute for Health Research's Research Design Service within English applied health services research and a scoping review to identify other examples of librarians supporting grant applications. The survey found that support included: verifying proposed research has not already been performed; searching literature to provide background for the project; and advising on or writing systematic review methods. The scoping review found three examples where librarians were involved: in writing sections of the application; conducting reviews, and becoming a co-applicant. We recommend librarians engage with researchers by checking whether search requests are to support an application and by becoming familiar with resources and techniques to support grant proposal development.

In this article, we highlight the experiences of two Black early-career science teachers who transitioned from their STEM professions into the classroom. This study explored factors that influenced their decisions to choose education and how being introduced to abolitionist teaching during the preparation process informed their roles as educators. Abolitionist teaching served as the theoretical lens to examine their pursuit of teaching as a career and the classroom practices that they employed. Data sources included two semi-structured interviews with each participant and artifacts from the teacher preparation program and their science classrooms. We lifted up the voices and experiences of teachers through narrative inquiry and, two major themes emerged from their stories. Findings revealed that the participants were inspired to serve as role models and positioned themselves as extended family members for Black and Brown children to realize their potential. Findings also highlighted the significance of centering abolitionist teaching in the science teacher preparation program to equip and position these teachers to resist marring practices within their schools. We argue that educational reform efforts must acknowledge the value that Black teachers bring to science classrooms and create retention initiatives that protect and support them. [ABSTRACT FROM AUTHOR]

Central to culturally sustaining pedagogy (CSP) is the notion that we sustain what we love by decentering the white gaze. Elevating CSP and the five core social-emotional learning competencies, we honed in on how Black and Brown girls developed knowledge and skills to manage their emotions, achieve goals, show empathy, and maintain healthy relationships within the context of a single-gender summer STEM program. These opportunities to engage in critical conversations to learn, unlearn, and relearn, while showing up as their full and authentic selves, are not often afforded in traditional STEM classes. This paper focuses on dialogue and interactions amongst four program participants—Samira, Rita, Brandy, and Joy. Critical discourse analysis was employed to challenge the dominance and reproduction of discourses by examining social contexts and systemic structures that they addressed in conversation. Findings revealed the importance of cultivating trusting and intentional learning spaces for Black and Brown girls to engage in open dialogue and critique oppressive discourses. It also displayed the significance of leaning into difficult conversations and pluralism to help adolescent girls realize the complexities of culture while also promoting joy and social-emotional development. Creating spaces that affirm Black and Brown girls matter; their contributions and work that they do matter. [ABSTRACT FROM AUTHOR]

For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls' STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM learning experiences of 12 Black girls who live in the U.S. Midwest and how the girls engage with culturally relevant lessons in an afterschool program—SISTERHOOD I AM STEM. Data sources included a demographic questionnaire, program artifacts, and semi-structured transformative dialogic interviews with student and teacher participants. Findings revealed the significance and benefits of single-gender STEM learning environments for Black girls who struggle to connect with school and the role of Black women teachers in creating safe spaces for STEM engagement. In addition, the afterschool STEM program served as a mechanism to promote self-visualization and confidence for Black girls in science with the HyFlex model fostering a communal experience for the girls and their families. This STEM learning space organized and facilitated by Black women educators resisted Black girls' pathologization and cultivated their sense of belonging. It holds promise for developing the social bonds that are critically important to their persistence in the field and a new narrative where "Girls hold all the power in the world". [ABSTRACT FROM AUTHOR]