Equity‐centered science education: The origin story of this special issue.

Among the mechanisms of systematic erasure associated with science and science education (e.g., Shea & Sandoval, 2020; Takeuchi & Marin, 2022), the project addressed antiracism (Mills, 2015) along with a discriminatory bias toward multilingual and low-income students as well as their families and communities. However, in April 2019, public health professionals and researchers around the country launched their own science literacy campaign aimed at educating citizens on the science behind the COVID-19 virus and its spread in our communities. Https://doi.org/10.1002/sce.21720 o I Negotiating mentoring relationships and supports for Black and Brown early career faculty i by Natalie King & Bhaskar Upadhyay. https://doi.org/10.1002/sce.21755 o I Mentoring science educators for equity-centered futures i by John Settlage. https://doi.org/10.1002/sce.21759 Partnering o I Beginning school-university partnerships for transformative social change in science education: Narratives from the field i by Hosun Kang & María González-Howard. The contents of this special issue are the products of a National Science Foundation (NSF)-supported working conference. [Extracted from the article]