STEM Teacher Identity and Agency: A Cross-Case Analysis of Four Teachers’ Actions for Equity in STEM

Abstract

Teachers who position themselves as agents of change for equity in STEM have the power to impact their classrooms, schools, and communities. This study uses a multiple case study design to examine identities, professional roles, and actions of four practicing equity-oriented teachers who have completed a graduate degree in STEM education. We applied our model of STEM teacher identity to describe how teachers who are agentic for equity in STEM perceive their professional roles and responsibilities and how they have acted upon their equity orientations. Participants took up four leadership roles (reflective educator, peer collaborator, instructional coach within their school, and professional development facilitator beyond their school). All four teachers offered specific examples of their advocacy and actions related to equity in STEM. They described building an assets-based approach to STEM teaching reflective of their personal and professional identities, the leadership roles they took up, and their STEM equity orientations. We found that teachers’ perceptions of administrative support and school context played a key role in their willingness to take action. We offer implications for developing STEM teachers as leaders who are empowered to advocate for and work toward a more equitable approach to STEM education.