Cases on Diversity, Equity, and Inclusion for Mathematics and Science Education

Diversity, equity, and inclusion (DEI) are critical pillars for transforming mathematics and science education. As classrooms diversify, the need to address systemic barriers and create inclusive learning environments becomes more urgent. Cases on DEI in STEM education highlight the real-world challenges and strategies educators face in promoting equitable access to learning opportunities, dismantling biases, and empowering students from historically marginalized communities. Further exploration may reveal powerful teaching tools and catalyze reflective practice and institutional change, encouraging educators to critically examine their roles in shaping a more inclusive future in math and science. Cases on Diversity, Equity, and Inclusion for Mathematics and Science Education explores key issues and concepts related to diversity, equity, and inclusion in mathematics and science classrooms. It offers solutions and successful strategies for teaching and learning in mathematics and science. This book covers topics such as inclusive classrooms, K-12 education, pre-service teaching, and is a useful resource for educators, sociologists, academicians, researchers, and scientists.

Cheng-Yao Lin graduated from the University of Illinois at Urbana-Champaign. He is a Professor of Mathematics Education at Southern Illinois University Carbondale. Dr. Lin was awarded a Fulbright Specialist Award in 2017 to Taipei, Taiwan, where he taught at a university and conducted research. He is interested in the integration of technology into mathematics education, the preparation of pre-service teachers and cross-cultural research on pre-service teachers' knowledge of fractions. He has published in many peer-reviewed journals for research in mathematics education.

Li Sun is an Associate Professor at Augustana University. Her research interest includes STEM teacher education and informal education. Her work emphasizes equipping educators with the skills and strategies needed to effectively teach science, technology, engineering, and mathematics in diverse learning environments. She is also interested in how informal education settings, such as museums, outdoor campus, discovery centers, and after-school programs, can complement traditional classroom learning and inspire a passion for STEM among students. Through her research, she seeks to bridge the gap between formal and informal educational experiences, fostering innovative approaches to teacher preparation and professional development. Her commitment to improving STEM education is reflected in her publications, collaborations with educators, and contributions to community-based learning initiatives.