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Content Success in the Sticky: Exploring the Professional Learning and Instructional
Practices that are Sticky for Distinguished Secondary STEM Educators of Students
Historically Underrepresented in STEM Studies and Careers
Nancy L. Williams
Rossier School of Education
University of Southern California
A Dissertation submitted to the Faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2024

© Copyright by Nancy Latoya Williams 2024
All Rights Reserved

The Committee for Nancy L. Williams certifies the approval of this dissertation
Dr. Anthony Maddox, Committee Member
Dr. Kimberly Hirabayashi, Committee Member
Dr. Cathy Krop, Committee Chair
Rossier School of Education
University of Southern California
2024

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Abstract
This dissertation investigates the effective instructional practices and professional
learning experiences of distinguished secondary STEM educators who work with students from
historically marginalized backgrounds. The study explores what makes professional learning
"sticky—that is, memorable and long-lasting— and how these elements support the instructional
practices that engage and excite underrepresented students in STEM.
Through interviews with nationally recognized STEM teachers, the research identifies
key professional learning experiences that have had a lasting impact on their teaching practices.
The findings reveal which strategies are most effective for promoting STEM engagement among
historically marginalized students and how these educators were able to implement them
successfully. The study aims to inform professional learning providers and school leadership
teams about the most impactful professional learning structures and experiences, ultimately
contributing to improved STEM education outcomes for marginalized students.
By examining the intersection of professional learning and instructional practice, this
dissertation adds to the body of knowledge on how to support STEM educators in fostering a
passion for STEM in students who have been historically underrepresented in these fields. The
research highlights the importance of tailored, high-quality professional learning experiences that
address the unique challenges faced by educators of marginalized students, providing actionable
insights for enhancing teacher development and student engagement in STEM education.
The study is significant in its focus on professional learning that is not only effective but
also sustainable, ensuring that teachers can continue to apply and benefit from their learning
experiences over the long term. It emphasizes the need for professional learning to be interactive,

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collaborative, and context-specific, aligning with the unique needs of educators and their
students. This dissertation contributes to the ongoing conversation about educational equity,
offering strategies to bridge the gap in STEM education for historically underrepresented
students and supporting the development of a diverse and skilled STEM workforce for the future.
This study will help improve STEM instruction for students who are underrepresented in STEM
studies and careers, improve the professional learning experiences for STEM educators who
teach students from marginalized communities and then contribute to the knowledge base of
what works for school leaders and professional learning providers and other researchers.
Keywords: professional learning, STEM instructional practices, underserved students,
students underrepresented in STEM,

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Dedication
This labor of Love is dedicated to My Mother, who gave her all to make sure her children had an
excellent education. You have a DOCTOR now Mom!
This is also to My Children, Khloe and Ava, let this show to never give up on yourself. And my
Rock, Jerome!
To my favorites
Ms. Khloe and Ava Jai. I love you both MORE than the number of stars in the sky.
You have kept me going with your kisses, hugs of encouragement. Even though you “hate me
being in school” I reveled every time you shared how proud of me you are and how I need to
keep going. Ava, thank you for forgiving me for the nights we couldn’t cuddle because I had to
write. Thank you for your encouraging words and reminders “Mommy are you ready to start
writing” You were a perfect reminder/alarm clock. Siri has NOTHING on you, Baby Girl.
Khloe Thank you for sharing your study tips ;) Thank you for just being you. I hope this process
shows you all how to grind to get what you want. Thank you both for being my phone police,
hiding it so I didn’t get distracted during writing time. I hope you both know that you can
achieve anything in the world that you put your mind to and that Mommy will be right there
backing you up no matter what. Thank you both for your never-ending grace with Mommy
having to miss recitals, school events, and even our nighttime routine. You both stuck through it
all with me.
This is also dedicated to my husband- Jerome, thank you for being my rock, reminding
me to have Faith, and keeping me from failing and falling. Always and Forever.

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And last but not least, Thank you to ME! Nancy, Girl, you did the damn thing. There
were so many nights you wanted to cry (and did) so many nights you wanted to quit (but didn’t).
You stuck through this until the end. And if no one has said it- I’m so proud of you! You are not
a stranger to being the First- Here’s to the First Doctor (Robinson) Williams.

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Acknowledgements
I have to acknowledge my village! The many friends who have encouraged me during
this process of WRITING, and Quitting… and writing… - helping me stay encouraged and
focused. My Girls who helped encourage me by making sure I stayed in the house to write- even
when you cheated on me to hang out without me. Y’all didn’t tempt me too badly. Darlene and
Ashley, thank you for getting Khloe and Ava or just sitting beside me as I was focused on
writing. Thank you for knowing when I needed a relaxing glass of wine. Thank you for knowing
when I needed encouragement. Your hugs got me through this! To Nikki and Steph, Thank you
for always being so understanding when I couldn’t be there- yet you always showed up for me.
I’m sorry for the missed birthdays and graduation and baby gender reveal. We are having a
BABY!
To my Dissertation Sistas: Thank you all for the laughs, and great times as we finished
this program TOGETHER!
I am infinitely grateful to my dissertation committee Dr. Kimberly Hirabayashi and Dr.
Anthony Maddox and my amazing chair Dr. Cathy Krop for their help during the research and
writing process. I seriously could not have finished without them. To Dr. Ruth Chung, Dean
Pedro Noguera, and all the other USC Rossier Global Executive Education faculty and staff- you
have shared so much and posed the most important questions. The most important questions that
will follow me through my career “What is the Purpose of Education and WHO is it designed
for?”

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My ultimate goal is to make a positive impact on education not only for all students but
for the students who need it the most. Those who have been historically looked over or left
behind. This dissertation is ultimately for THEM.
Table of Contents
Abstract iv
Dedication vi
Acknowledgements viii
List of Tables xiii
List of Figures xiv
Chapter One: Introduction 1
Statement of the Problem 5
Purpose of the Study 8
Significance of the Study 9
Definitions 12
Conclusion 15
Chapter Two: Literature Review 16
Secondary STEM Instruction for Marginalized Students 17
Understanding Teacher Professional Learning and Approaches 32
What is Professional Learning? 32
Understanding Adult Learning Theory and Embedding it into PL 34
Structures, Characteristics and Requirements of Teacher Professional Learning 38

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What Makes Professional Learning Stick? 45
Measuring for Effectiveness of Teacher Professional Learning: Improving Student Learning
Outcomes and Improving Teacher Instructional Practices 46
Why Does Having Effective Professional Learning That Sticks Matter? 53
Conclusion 63
Chapter Three: Methodology 65
Organization Overview 67
Population and Sample 69
Instrumentation 70
Data Collection 71
Data Analysis 72
Credibility and Trustworthiness 74
Ethics 76
Role of Researcher 77
Conclusion 78
Chapter Four: Findings 79
Overview of Study Participants 80
Findings 83

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Research Question 1: What Instructional Practices Do Distinguished Secondary Science
Teachers Implement in Their Classrooms to Educate and Excite Underrepresented Students In
STEM Studies and Careers? 85
Use of Collaboration, Hands-on Practices, and Relevant and Relatable Content Are Essential
Practices That Excite and Engage Students From Historically Marginalized Communities Who
Are Underrepresented in STEM 86
Enhancing Student Agency So Their Voice and STEM Learner Identity Can Emerge 97
Introduction of Other Diverse Leaders in STEM Careers and Introduction to Diverse Career
Pathways is Critical 104
Summary of Findings for Research Question 1 109
Research Question 2: What Experiences Have Best Prepared Distinguished Secondary STEM
Teachers to Implement Effective Instructional Practices for Students from Historically
Marginalized Backgrounds? 110
Teachers Engaged in Professional Learning Experiences Regularly and Could Highlight 1-3
Programs That Positively Impacted Their Teaching Practices 111
Even Though Highly Awarded, Secondary Teachers Have Limited Professional Learning
Experiences Within Their Context of Teaching STEM To Underrepresented Students 116
Trust Your Teachers: Importance of Informal Learning 122
Research Question 2 Summary of Findings 125
Research Question 3: What Professional Learning Experiences Have Distinguished STEM
Teachers Engaged in That STICK or are STICKYfor Themselves and Their Students? 127

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Characteristics of Sticky Professional Learning 128
Need for Time, Mental Support, and Work-Life Balance to be Able to Engage With Sticky PL
and Transfer Learning Back to Their Classrooms 136
Discussion Research Question 3 138
Summary of Findings 139
Chapter Five: Discussion of Findings and Recommendations for Practice 142
Discussion of Findings 142
Research Question 1: Discussion of Findings 143
Research Question 2: Discussion of Findings 147
Research Question 3: Discussion of Findings 149
Recommendations for Practice 151
Limitations and Delimitations 162
Recommendations for Future Research 163
Conclusion 164
References 170
Appendix A: Secondary STEM Educator Interview Protocol 190
Appendix B: Participant Recruitment Questionnaire 192
Appendix C: Information Sheet 193

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List of Tables
Table 1: Science and Engineering Practices 25
Table 2: Rivet Education’s PL Structure Definitions from the Professional Learning Partner
Guide 2022 41
Table 3: Lesson Study Stages and Forms of Teacher Learning (Lewis, 2016, 2019) 44
Table 4: Integrated IGTP and 14 Mechanisms (Sims, et al., 2021) 51
Table 5: Pseudonyms and Background Information on Participants 82
Table 6: Study Findings 84
Table 7: Findings for Research Question 1: Frequency of Teachers’ Strategies for Exciting and
Engaging Students Historically Underrepresented in STEM 85
Table 8: Participants' Views on Collaboration 89
Table 9: Types of Professional Learning Participants Have Experienced 111
Table 10: Participant Responses When Asked If They Received Pl About Teaching
Underrepresented Students 116
Table 11: Overview of the PL Participants Found to Improve Practices Used to Excite and
Engage Students Underrepresented in STEM 126
Table 12: Research Question 3 Findings 128
Table 13: Recommendations and Actionable Plans 151
Table 14: Using K-12 Math Practices for Teachers and Students to Create K-12 Science Lesson
Structure and Student Practices 155

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List of Figures
Figure 1: Average Scores in NAEP Science for Eighth-Grade Students by Race and Ethnicity,
Parent Education Level, and Gender in 2009, 2015, 2019 (NAEP, 2019) 19
Figure 2 Average Scores in NAEP Science for Twelfth-Grade Students by Race and Ethnicity,
Parent Education Level, and Gender in 2009, 2015, 2019 20
Figure 3: 2022 Average Scores of U.S. 15-Year-Old Students on PISA Science Literacy by
Race/Ethnicity 22
Figure 4: K-12 NGSS Science Standards Adoption Across the United States 24
Figure 5: Nation’s Report Card Evaluation on Science Education 2019 27
Figure 6: Nation’s Report Card Evaluation on Science Education 2019 29
Figure 7: Andragogy in Practice 37
Figure 8: Structure, Type, and Characteristics of High-Quality Professional Learning (Rivet
Education) 38
Figure 9: Mapped Location of Study Participants 81
Figure 10: PL Practices that Lead to Stickiness 140

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Chapter One: Introduction
“There never was a time in the history of the world when we needed scientists and
people of energy as we need them now. There is more room at the top now than ever in the
history of the world... I appreciate the privilege of getting a chance to see all of you, and I hope
that you will go out of here with the idea of finishing the job and becoming an asset to this great
United States of America… to implement the policies which we are trying to inaugurate, there
will be an immense number of jobs, and a greater number of jobs in your line than there will be
men and women available to fill them.”
—President Truman’s remarks to winners of the annual science talent search, 1949
“The power and welfare of this country is wrapped up in scientific research…You young
ladies and gentlemen can make a great contribution to all those things that are associated with
scientific research.”
—President Truman’s remarks to winners of the annual science talent search 1951
1. First in the world in math and science
2. American students will leave grades four, eight, and twelve having demonstrated
competency over challenging subject matter, including English, mathematics,
science, history, and geography.
—Two of President Bush’s Six Goals for Education in his State of the Union Speech.
January 1990
“By 2020, the United States will once again lead the world in college completion. We
must raise the expectations for our students, for our schools, and for ourselves—this must be a
national priority. We must ensure that every student graduates from high school well-prepared
for college and a career” (President Obama, 2010).

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For over 70 years, American presidents have acknowledged the importance of science,
technology, engineering, and mathematics (STEM) education as a vehicle for the growth of our
nation. From President Eisenhower’s National Defense Act of 1958, which provided money for
science education, to President Biden’s Raise the Bar: STEM Excellence for All Students
Initiative of 2022, which aims to implement equitable practices for K-16 STEM education for
all, STEM studies and careers have long been viewed as crucial for the United States’ growth.
Over the past century, national science organizations have encouraged youth science
experimentation and exploration, such as the American Institute of the City of New York for the
Encouragement of Science and Invention’s development of student fairs and clubs in 1928.
Society for Science (SfS) credits organizations such as Westinghouse, Science Society, Science
for America, and other groups with the growth of science clubs from 700 in 1941 to over 13,000
in 1949. In a review of the decades of images of annual national science high school winners,
one thing that is very noticeable, even in black and white photographs, is who is missing from
the pictures. And even today, Black and Brown students continue to be missing from the picture
of success in STEM as they remain underrepresented in STEM careers and studies (National
Science Foundation, 2019; National Center for Science and Engineering Statistics, 2023).
Students from underserved communities continue to score lower in Science and Math, and are
less likely to be enrolled in science and math advanced placement courses (National Center for
Education Statistics, accessed 2024).
While government leaders have shared the importance of STEM education to help the
United States outperform other countries, research has shown that the pursuit of STEM
education and careers can also help the United States address inequities and close gaps in
educational achievement and earnings for historically marginalized citizens (National

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Academies of Sciences, Engineering, and Medicine, 2016). However, the gap in both science
achievement and the pursuit of STEM careers persists (National Science Board, 2020).
Government leaders, nonprofit organizations, state education departments, and many other
types of organizations have researched, created policies, and funded and pursued initiatives to
increase the number of underrepresented students in STEM studies and careers and improve
STEM education for all. However, historically marginalized students, especially Black and
Hispanic students, remain underrepresented in this field, their success in secondary STEM
education not prioritized. “What is the purpose of education and who is it designed for?” has
been a question that has driven the learning of USC’s Global Education Cohort 11. I considered
this question often as researching STEM education and how STEM education is designed to
meet the needs of Black and Hispanic students. Do teachers praised for their instruction teach
students from underserved communities? Which teaching practices work best for students from
underserved communities, specifically Black and Hispanic students? Black and Hispanic
students are often underexposed to the types of STEM instruction and experiences that lead to
successful pursuits of STEM studies and careers (Irwin et al., 2024; Yosso, 2005). This
dissertation sought to uncover research and practices related to effective secondary STEM
teaching of underserved students and the teacher professional learning (PL) needed to
implement those practices.
Black and Hispanic students from urban and rural lower economic areas are more likely
to have teachers who are new to the classroom or non-traditionally certified (DarlingHammond, 2000; Irwin et al., 2024; National Center for Education Statistics, 2023). These are
teachers who need high-quality professional learning the most (Donley et al., 2019; Yosso,
2005) to learn and adapt instructional practices to meet the needs of their students. Providing

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instruction that excites secondary Black and Hispanic students to pursue and “stick with” STEM
studies and careers cannot be answered by a curriculum written for classrooms generally. This
work of meeting the needs of underserved students in STEM is critical and continues long after
teacher college preparation programs through professional learning experiences. Teacher
professional learning has been part of the American educational landscape for decades.
Throughout the ages, it has been referred to by multiple titles such as professional learning,
professional development, teacher workshops, or in-service training. These are the different
supports provided to educators to improve instructional practices that will ultimately impact
student outcomes (Learning Forward, 2010). Professional learning can be a tool to reinforce the
instructional practices educators need to improve their teaching and shift the narrative for Black
and Hispanic students.
This dissertation sought to uncover the effective instructional practices of distinguished
secondary STEM teachers who work with students from historically marginalized backgrounds,
the professional education that was most sticky with them in enacting these practices, and what
specific professional learning experiences or structures are needed to encourage a passion for
STEM studies and careers in their students. There is an abundance of literature about STEM
education for marginalized students. Research has deeply explored the different structures and
best practices for teacher professional learning. What has not been deeply explored in existing
research, which has been studied here, are the STEM instructional practices specifically for
secondary STEM students from underserved communities as well as the elements of
professional learning that prove sticky, specifically for STEM educators of students from
historically marginalized backgrounds. This includes not only what it means for professional

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learning to stick, but what elements of PL work best for teachers who educate our most
vulnerable student populations.
Statement of the Problem
I can recall my own experience of being turned away from studying engineering. I
attended a prestigious private school for high school, where the majority of students were White
and from upper-class families. I was there on a scholarship after attending inner-city public
school, as were most of the Black students who attended. There were about five Black girls in
my graduating class. In fact, most of the Black students in Grades 9-12 collected in an area we
all called the Black Benches. This was where we talked about everything going on in our lives,
school, pop culture, and politics. This was the comfort zone for most of the minority students,
our safe place that delivered a sense of belonging. In high school, I did not have any Black
teachers. I had one female science teacher who taught Chemistry. My guidance counselor was
also a White female. In my senior year, we had to decide on a senior project to explore a future
career that would influence our college course of study (year over year, 99% of students
matriculated and attended college, with the exception of the students who took a year off to
travel in Europe or some other exotic place). For two consecutive summers, I attended NASA’s
College Bound, an immersive summer camp program at Tennessee State University. In this
program, I spoke with Black college students pursuing various STEM studies. Engineering and
the many careers and types of engineering called out to me. After visiting a local NASA
museum, the possibility of working with a team of scientists and engineers who created the
unimaginable was a dream come true. When I discussed my interest in engineering, I felt
discouraged by my chemistry teacher’s comments about women in engineering, as well as my
guidance counselor who expressed concerns about how hard the programs are for women. Their

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words did not come from a malicious place but had an effect on the decision I made for my
future. This guides the reason for this study. As we encourage students to pursue studies and
careers in science, how do we support the educators who work with them? What are the
instructional practices that can build excitement and engagement in STEM studies and careers
for secondary STEM students from historically marginalized or underserved communities? How
can professional learning improve professional practice for science educators of students from
historically marginalized backgrounds? How do teachers learn instructional strategies
specifically to engage and excite underserved students in STEM education? More specifically,
what types of professional education experiences best stick for these teachers?
This research sought to uncover the culturally responsive and relevant teacher practices
that excite and engage secondary STEM students from historically marginalized communities.
In science education, there is a set of research-based science and engineering practices (SEPs)
that outline student behaviors and outcomes for K-12 science classrooms. While these practices
have been heavily adopted in various forms within state and nationally recognized science
standards, little research has been done to ensure these practices are culturally responsive in
meeting the needs of Black and Hispanic students. In K-12 math education, teachers also have
student math practices called the Standards for Mathematical Practices (SMPs). While there are
some commonalities in the math and science student practices, the math practices also have a
list of outlined teacher practices that lead to the SMPs. The sciences do not have research-based
STEM instructional practices that are aligned with the student practice (SEPs).
Professional learning in education refers to the ongoing process of enhancing and
expanding the knowledge, skills, and competencies of educators to improve their practice and
ultimately enhance student learning outcomes (Learning Forward, 2022; Rivet Education, n.d.).

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It involves engaging in systematic and purposeful activities that are designed to deepen
educators' understanding of content, pedagogy, and research-based instructional strategies, as
well as their ability to reflect on and refine their teaching approaches. Professional learning in
education can take various forms, including workshops and seminars (often referred to as
professional development), conferences, collaborative learning communities, action research,
mentoring, coaching, and online courses (Croft et al., 2010; Darling-Hammond et al., 2009).
These activities are typically structured to provide educators with opportunities to acquire new
knowledge, exchange ideas, collaborate with colleagues, analyze and reflect on their teaching
practices, and apply what they have learned in the classroom (Learning Forward, 2022).
According to the National Staff Development Council (NSDC), professional learning
should be "sustained, intensive, and focused on improving and increasing student learning"
(NSDC, 2011 as stated in Learning Forward, 2017, p. #). It emphasizes the importance of
providing educators with ongoing support and opportunities for growth throughout their careers.
Professional learning should also be aligned with the needs and goals of individual educators, as
well as the larger goals of the school or district (Learning Forward, 2017). Furthermore,
professional learning in education should be grounded in research and evidence-based practices,
drawing upon current educational research, best practices, and the collective expertise of
educators to inform instructional decision-making and promote effective teaching strategies
(Bitting, 2021; Darling-Hammond et al., 2017). By staying informed about the latest research
and educational trends, educators can continually refine their practice and adapt to the evolving
needs of their students.
American public school districts spend about $18 billion annually funding professional
learning each year but there is no universal measure of its effectiveness (Bill & Melinda Gates

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Foundation, 2015; TNTP, 2015; Scherff, 2018). Teachers invest their personal time, many times
outside of typical working hours, to participate in professional learning sessions. School
districts not only spend money purchasing professional learning for their teachers and leaders,
but they also spend time planning logistics such as selecting topics of importance, location,
scheduling, and advertising to teachers. With so much time and money invested in professional
learning, it is important that teachers are able to understand and apply their new learning. When
the intended outcomes of PL sessions are not met, this failure has a ripple effect, affecting
multiple tiers within the educational system- schools, teachers, and students, including, often,
the most historically marginalized students. The learning in professional learning has to be
reflective of the learning we expect in our classrooms- focused on helping educators personalize
best practices for their context and content.
Purpose of the Study
The purpose of this study was to explore what makes professional learning
“sticky”—the best practices for long-term sustainable professional learning—using the
perspectives of distinguished STEM secondary teachers. The study asked STEM teachers about
their experiences with professional learning, which experiences led to implementing strategies
in their classrooms, and what has been ineffective in implementing change of practice. Teachers
shared what works best and has led to changes in their practices, has led to changes in student
behaviors and what is needed from leadership to support implementing professional learning
topics. This study also asked what professional learning providers (leadership and other
consultants) need to know in order to provide high-quality professional learning.
This study collected data by individually interviewing secondary STEM teachers
considered distinguished science teachers by the National Science Teachers Association

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(NSTA) and The Presidential Awards for Excellence in Mathematics and Science Teaching
(PAEMST). Semi-structured interviews were conducted to develop a deeper understanding of
the instructional practices they implemented in their classrooms, what best prepared them to
implement effective practices for their students, and professional learning provided that was
most sticky for teaching science and math to marginalized students. The teachers were Grade 6-
12 science and math teachers who received acknowledgment from NSTA or PAEMST as
exemplary science teachers of the year in their region in the years 2018 - 2023, the five years
prior to this study. A group of eight participants met the scope for the intended study.
The following questions guided the study:
1. What instructional practices do distinguished secondary STEM teachers implement in
their classrooms to educate and excite underrepresented students in STEM studies and
careers?
2. What experiences have best prepared distinguished secondary STEM teachers to
implement effective instructional practices for students from historically marginalized
backgrounds?
3. What professional learning experiences have distinguished science teachers engaged in
that (STICK or are STICKY) for themselves and their students?
Significance of the Study
This study collected data concerning the perspective and needs of secondary STEM
teachers who teach historically marginalized students. The findings of this study are intended to
improve science education for historically marginalized students. When I taught in the
classroom, one of the first activities I had students do in the beginning of the year was draw me
a picture of a scientist or mathematician. It is an activity I engaged students with for five years

24
and the results rarely changed. Students typically drew a man, sometimes he would have
glasses, a lab coat or suspenders. Sometimes they would have a calculator in the pocket, wiry
hair or bald. Numbers around their head, or a microscope. But it never failed, most pictures
were nerdy white men. I taught in inner city schools in Maryland, Ohio, and North Carolina and
the students were majority Black and Brown students, but no one drew pictures that looked
anything like themselves. My goal was to have them do this activity again at the end of the year
and see if the images changed. My first year, the end of the year illustration stayed the same
unless I made a suggestion, but the second year they changed on their own. The second year and
years following, I found students started to draw themselves, their classmates and even Me!
What did I do differently in the subsequent years to result in that change: how I talked about
math and science and who were the scientists, engineers and mathematicians in the room. This
is not a phenomenon I faced alone.
The Draw a Scientist Test (DAST) and the White Male Scientist Stereotype are
phenomena explored for years in different studies (Chambers, 1983; Kelly, 2018), I did not
come up with these activities on my own. I learned them in my first year of teaching in a
professional learning session. The professional learning facilitator had the teachers do this
activity. And we all drew old White nerdy men. And why—because we were taught that is who
belongs in STEM. And it hit me that I might also be doing the same thing to my Black and
Brown students by not painting a different picture for my students. That activity stuck with me
many years later and will probably always stick with me.
Our national leaders and education leaders have long called for the improvement of
STEM education and an increase in our STEM workforce. But this will not happen if students
do not receive high-quality instruction that excites and engages them in STEM subjects and

25
helps them see themselves as important and ingrained in STEM. The learning and refining of
high-quality STEM instructional practices come from professional learning that sticks. The data
gathered from secondary STEM teachers who participated in this study provided examples of
their practices that excited and engaged students who are underrepresented in STEM and the PL
structures that helped them learn and implement those practices. This matters because Black and
Brown students, especially those from school districts with high poverty rates, are not provided
the same level of support, quality of instruction and exposure to high-quality STEM programs
and resources. This affects the pathway to STEM careers which affects our American STEM
workforce—both the reliability for new technologies to work for all, and the diversity in STEM
thought and solutions. By identifying the instructional practices that serve to excite and engage
students underrepresented in STEM careers and studies and the professional learning
components that help these instructional practices stick, this research will inform the
development and implementation of evidence-based instructional practices and policies.
Professional learning companies can use the perspectives of distinguished teachers to tailor the
professional learning supports and training they provide to secondary STEM educators. This
study can be used by school district leadership to provide understanding of what teachers desire
to experience with professional learning and what they perceive as being impactful to their
classrooms. Additionally, this study builds on the history of professional learning for STEM
education for underrepresented students, recognizing the importance of supporting educators to
create inclusive and equitable learning environments which will build student interests in
pursuing these subjects in higher education.
This study delves into the effective strategies that distinguished teachers used
specifically for students underrepresented in STEM studies and careers, how they learned them

26
and what proved sticky from those experiences. Adding to this body of knowledge provides
additional strategies for professional learning providers and school leadership teams to support
teachers by implementing PL strategies that ultimately improve science outcomes for students
and provide access to high-quality science education. Continuing to provide standardized
professional learning experiences, without considering the unique perspectives of these
educators, will result in professional learning that is more sit-and-get, instead of practical and
applicable to participants. This study is a starting point to understand the perspectives of
distinguished secondary STEM teachers working with students of historically marginalized
populations and how to best provide professional learning experiences that stick for these
educators.
Definitions
This study is about the stickiness of practices for instruction and professional learning
that will benefit secondary STEM learners from historically marginalized backgrounds. There
are multiple terms used frequently throughout this dissertation and defined here.
Professional Learning: Professional learning in education refers to the ongoing process of
enhancing and expanding the knowledge, skills, and competencies of educators to improve their
practice and ultimately enhance student learning outcomes. It involves engaging in systematic
and purposeful activities that are designed to deepen educators' understanding of content,
pedagogy, and research-based instructional strategies, as well as their ability to reflect on and
refine their teaching approaches. Professional learning in education can take various forms,
including workshops and seminars (often referred to as professional development), conferences,
collaborative learning communities, action research, mentoring, coaching, and online courses.

27
These activities are typically structured to provide educators with opportunities to acquire new
knowledge, exchange ideas, collaborate with colleagues, analyze and reflect on their teaching
practices, and apply what they have learned in the classroom (Darling Hammond et al., 2009;
Darling Hammond et al., 2017; Learning Forward, 2013).
Sticky: The sustainability of professional learning. When learning is sticky, it has a memorable
and long-lasting effect on instructional skills.
Distinguished Teacher: In this study, distinguished teacher implies a teacher who has taught for
more than five years and has been awarded by a national program such as the Presidential
Award or National Science Teachers Association for their Science or Math teaching.
High-Quality Professional Learning (HQPL): HPQL provides experiences for participants to
engage in learning experiences that deepens educators’ understanding of what to teach (content)
and how to teach it (content pedagogy) in the context of the instructional materials they are
expected to use in their classrooms (application). High-quality professional learning is
engaging, ongoing, relevant and equitable, ensuring that all students have the opportunity to
thrive academically and supporting teachers with adapting instructional practices to meet the
needs of their students (Rivet Education, 2020).
Instructional Practice: Instructional practice refers to the methods, techniques, and strategies
employed by teachers in the classroom to facilitate student learning and engagement (DarlingHammond, Hyler, & Gardner, 2017).
Historically Marginalized Backgrounds: Historically marginalized backgrounds refer to groups
of individuals who have historically faced systemic discrimination, unequal access to resources,
and limited opportunities in society (Gay, 2000; Ladson-Billings, 2006).

28
Science Equity: Science equity involves ensuring that all students, regardless of their
background, have equitable access to high-quality science education, resources, opportunities,
and outcomes (NGSS Lead States, 2013).
Curriculum Resources: Curriculum resources encompass the materials, textbooks, digital
resources, and other educational tools used to support teaching and learning in the curriculum
(National Research Council, 2012).
Access, Engagement, and Science Identity: Access refers to providing equal opportunities and
removing barriers for historically marginalized students to participate and succeed in science
education. Engagement refers to promoting active involvement, interest, and motivation of
students in science learning. Science identity refers to the development of students' sense of
belonging, confidence, and identification with the scientific community (Calabrese Barton et al.,
2008).
Consultant: A professional who is considered a subject matter expert in a specific professional
domain. Consultants in this dissertation will refer to employees with subject matter expertise in
science teaching practices and professional science curriculum.
Job-Embedded Services: Job-embedded professional learning for educators refers to the
provision of ongoing, targeted, and sustained professional learning that is integrated into the
regular workday and aligned with the specific needs of teachers and their students. This
approach to professional learning emphasizes the use of job-embedded learning opportunities,
such as classroom observations, coaching, mentoring, collaborative planning, and reflective
practice, to improve teacher effectiveness and student learning outcomes (Croft et al., 2010).
Job Embedded Services are learning experiences that are grounded in the day to day teaching

29
practice and designed to enhance teachers’ content specific instructional practice with the intent
of improving student learning (Darling-Hammond & McLaughlin, 1995) which can be held in
the school or classroom, integrated into the workday and provides opportunity to teachers to
work with consultants to assess and find solutions in an authentic classroom setting.
Change in Practice: The observable positive improvement in a specific instructional practice
(Guskey, 2021).
Conclusion
This dissertation is organized into five chapters. This chapter introduced the background
of the problem, research questions, purpose and significance of the study, and provided
definitions of terminology used throughout the study. Chapter Two presents a comprehensive
review of relevant literature, including research on current secondary STEM instruction for
students from historically marginalized backgrounds, curriculum resources, professional
learning for science educators and science equity. Chapter Three outlines the methodology of
the study, including the research design, participant selection, data collection and analysis
methods. Chapter Four presents the findings of the study, and Chapter Five concludes the
dissertation by discussing the implications of the findings and offering recommendations for
practice and future research. By investigating effective strategies for promoting equity and
improving science learning and teaching, this study aims to contribute to the advancement of
STEM education for all students, particularly those who would benefit from it most, those from
historically marginalized backgrounds.

30
Chapter Two: Literature Review
Students from historically marginalized communities are underrepresented in STEM
careers and studies. This has been a prevalent issue since data was first collected on the United
State’s STEM workforce in 1977 (NSF, NCES, 2023). Educators who teach students from
historically marginalized communities have to provide high-quality instruction in order to meet
the critical needs of this student population. Professional learning that leads to high-quality
instruction is essential to providing high-quality STEM education that leads to additional
opportunities and equitable access for historically marginalized students, according to Learning
Forward’s Professional Learning standards (2013). While STEM education has been researched
extensively, this study sought to uncover what are the professional learning components that
support the stickiness of educators implementing the STEM instructional practices that are most
effective for underrepresented students in STEM. This chapter explores research on secondary
STEM education practices for historically underrepresented students, both the current status of
secondary STEM instruction and research-supported best practices for high-quality science
instruction. In review of the current status of secondary STEM education, this chapter will paint
a picture of the current secondary STEM student, the curriculum materials these students use,
and their current science achievement data. Next, the chapter will delve into high-quality
science instruction for historically marginalized students in order to review what the literature
states this population of students needs in order to gain the skills, knowledge, practices, and
identity of a scientist. Additionally, this chapter will address the understanding of professional
learning and current approaches, what makes it stick, and why that is important for increasing
the quality of STEM instructional practices of teachers working with historically marginalized

31
students. This chapter will also focus on how professional learning supports the path towards
science equity.
Secondary STEM Instruction for Marginalized Students
Research illustrates the current experience of underrepresented secondary STEM
students in the United States through a glimpse into secondary student demographics,
instructional materials, teacher qualifications, and student performance. As America’s
population is increasingly more multiracial and diverse, so too is the population of students
taught in secondary STEM classrooms. Between Fall 2010 and Fall 2021, the percentage of
public school students in the United States who were Hispanic increased from 23% to 28%,
students who were Asian increased from 4.6% to 5.4%, and students who were two or more
races from 2% to 5%. During the same period, White students decreased from 52% to 45%, the
percentage of Black students decreased from 16% to 15% and American Indian/Alaska Native
students decreased from 1.1% to .9% of the public school population. The percentage of public
school students in Fall 2021 who were White was lower in all 50 states compared with Fall
2010 enrollment (National Center for Education Statistics, 2023). Historically, marginalized
backgrounds have included various groups of students who have faced systemic disadvantages
and inequity based on factors such as race, gender, ethnicity, socioeconomic status, or disability,
among other factors (Gay, 2000; Ladson-Billings, 1995).
Current Status of Secondary STEM Instruction for Marginalized Students
Students in middle and high school experience life science, physical science, and earth
and space science in a variety of ways depending on the state and region their school is located.
Most school districts design a scope and sequence that maps how educators will address gradelevel science standards and expectations. This scope and sequence might be a collection of

32
resources aligned to the district pacing calendar or the scope and sequence might be aligned to a
curriculum program, or any variance of the two options. Science curricula and materials are
essential guidelines to effective STEM teaching and learning. Soysal (2022) shared essential
elements for science curriculum development. Curriculum development should be needs-based,
using the local experience to shape the science curriculum frame. Curricula objectives, contents,
and teaching strategies embedded in the curriculum should be compact with appropriate
assessment supports.
Not all schools adopt science curriculum programs produced by publishing companies.
Some schools use teacher-created resources, district-curated resources, or open-education lesson
resources found in online repositories. For schools that have adopted science curriculum
programs, there are review sites that rate the quality of the curriculum program. EdReports is
one organization that reviews curriculum programs for math, English language arts and science,
and reports on the degree of alignment with Common Core State Standards (CCSS) and Next
Generation Science Standards (NGSS). In 2015, EdReports began the process of its first
reviews for science materials (Watt, 2020). While there are many science programs and science
curriculum providers, only 17 curriculum programs were submitted to EdReports. Of the 17
middle grades science curriculum programs, as of 2024, only two were rated green (meets
expectations in alignment to NGSS standards and usability), three were rated yellow (partially
meets alignment to NGSS), and 12 were rated red (does not expectations in alignment to NGSS)
(EdReports, accessed June 19, 2024). EdReports recently reviewed four high school biology
curricula of which only one was rated green, while the other three were rated red. One criticism
EdReports faces is that curriculum providers can request the removal of reviews from their site.
Other criticisms are that EdReports does not have comprehensive reviews for all of the most

33
commonly used curriculum programs, and critiques about interrater reliability (NCTM, 2015; ).
As an employee of a curriculum company, it is rare for anyone to speak out against EdReports
as they set the bar that could cost curriculum companies hundreds of millions in revenue if not
considered on adoption lists. Curriculum companies, State and County Leaders, as well as
curriculum researchers such as RAND, consider EdReports the definition for curriculum
alignment experts. (Kaufman et al., 2021).
While evidence suggests mixed quality in science curriculum in middle and high school
grades, the outcomes for racial minority groups are particularly poor. In a review of the National
Assessment of Education Progress (NAEP) data, Black, Hispanic, Native Hawaiian/Other
Pacific Islanders, and American Indian/Alaska Native students scored significantly lower than
White students and Asian students in the 2009, 2015 and 2019 NAEP science assessment for
eighth and twelfth grade American students. The average scores for eighth grade students who
are Black, Hispanic, Native Hawaiian/Other Pacific Islander and American Indian/Alaska
Native were significantly below the NAEP proficient levels. In reviewing recent data, it is
evident that this science achievement gap exists not only across racial and ethnic groups but
also by gender and parents' level of educational attainment, as shown in Figure 1 for eighthgrade students and Figure 2 for twelfth-grade students.

34
Figure 1
Average Scores in NAEP Science for Eighth-Grade Students by Race and Ethnicity, Parent
Education Level, and Gender in 2009, 2015, 2019 (NAEP, 2019)

35
Figure 2
Average Scores in NAEP Science for Twelfth-Grade Students by Race and Ethnicity, Parent
Education Level, and Gender in 2009, 2015, 2019

36
The Organization for Economic Cooperation and Development (OECD) was founded in
1961 and is an intergovernmental organization working with 38 member countries. OECD
administers the Program for International Student Assessment (PISA) which is a measure that
assesses 15-year-old student knowledge in multiple content areas such as language arts, math,
and science. As shown in Figure 3, the 2022 PISA science literacy assessment scores, the latest
data available, showed that while the United States’ 15-year-olds scored an average of 499,
which is higher than the OECD average score of 485, Black and Hispanic students scored
significantly lower (445 and 471, respectfully) than White and Asian students in science (537
and 578, respectfully). The average between 2018 scores and 2022 scores for White and Asian
Students increased by 8 points for White students and 27 points for Asian students. Black
United States students increased 5 points while Hispanic students’ scores decreased 7 points
between 2018 and 2022 PISA sciences assessments. Students who identify as Black and
Hispanic continue to score significantly lower than White and Asian students in both national
assessments and global assessments.

37
Figure 3
2022 Average Scores of U.S. 15-Year-Old Students on PISA Science Literacy by Race/Ethnicity
It is important to consider this research about the current status of secondary STEM instruction
in the United States as we explore what research defines as high-quality instruction for students
from historically marginalized populations.
High-Quality Science Instruction for Historically Marginalized Students
Alignment to standards and measuring student achievement by standards has been a
long-standing practice in schools across America. The Common Core State Standards, for
example, familiar to many in K-12 education are focused on mathematics and literacy
proficiencies. In 2012, the National Research Council (NRC) published “A Framework for K-12
Science Education” as the foundation for the creation of the Next Generation Science Standards.

38
NGSS follows the Benchmarks for Science Literacy (1993) and the National Science Education
Standards (1996) creation. Science education for secondary students in grades 6-12 requires
students to be proficient in three areas: Life sciences, Physical Sciences, and Earth and Space
Science. The research in developing NRC’s new framework identified the need for science
inquiry, specific student focused practices and the understanding that instructional shifts were
needed in order to improve science learning for all students (National Research Council, 2012).
With the NRC’s framework, equity and the need for rigor were highlighted in the document.
Under NGSS, each grade band has a set of performance-based standards with
connections to science and engineering practices (SEPs), cross cutting ideas (CCs), and
disciplinary core ideas (DCIs) (NGSS Lead States, 2013). Currently, 20 states have adopted
NGSS, and 24 states have used the NRC’s K-12 Science Framework as a foundation to create
their own standards (NGSS Lead States, 2024). Figure 4 shows the states that have adopted
NGSS: Arkansas, California, Connecticut, Delaware, Hawaii, Illinois, Iowa, Kansas, Kentucky,
Maine, Maryland, Michigan, Nevada, New Hampshire, New Jersey, New Mexico, Oregon,
Pennsylvania, Rhode Island, Vermont and Washington. It also shows the 29 states that have
created standards based on the recommendations of NRC’s K-12 science framework: Alabama,
Alaska, Arizona, Colorado, Georgia, Idaho, Indiana, Louisiana, Massachusetts, Minnesota,
Mississippi, Missouri, Montana, Nebraska, New York, North Carolina, North Dakota, Ohio,
Oklahoma, South Carolina, South Dakota, Tennessee, Texas, Utah, Virginia, West Virginia,
Wisconsin, and Wyoming (NSTA, 2024).

39
Figure 4
K-12 NGSS Science Standards Adoption Across the United States
Note: National Science Teacher Association (NSTA, accessed 2024)
NGSS highlights the need for students to engage in the Science and Engineering
Practices (SEPs). The SEPs are behaviors that describe how scientists and engineers do their
work. They are designed to show the behaviors we want to observe when students are engaged
in the K-12 sciences. Listed in Table 1, the eight science and engineering practices (SEPs) of

40
NGSS are: asking questions and defining problems, developing and using models, planning and
carrying out investigations, analyzing and interpreting data, using mathematics and
computational thinking, constructing explanations and designing solutions, engaging in
argument from evidence, and obtaining, evaluating, and communicating information. The SEPs
have different state variations with these eight being the foundation.
Table 1
Science and Engineering Practices
Science & Engineering Practices (SEPS)
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) & designing solutions (for
engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Inquiry-Based Learning
The NGSS standards were developed to address the “leaky K-12 STEM talent pipeline”
with too few students entering STEM careers and fields of study (NSTA, 2011, p. #). The
prioritization of inquiry-based learning is especially important as the NGSS emphasizes
students engaged in science with hands-on application of new science learning. The National
Research Council (1996, p. 23) defines inquiry-based learning as:

41
Inquiry is a multifaceted activity that involves making observations; posing questions;
examining books and other sources of information to see what is already known;
planning investigations; reviewing what is already known in light of experimental
evidence; using tools to gather, analyze, and interpret data; proposing answers,
explanations, and predictions; and communicating the results. Inquiry requires
identification of assumptions, use of critical and logical thinking, and consideration of
alternative explanations.
With the 2012 creation of the K-12 science education framework and NGSS standards,
inquiry-based learning was expanded to further specify that inquiry is the engagement in
scientific and engineering practices that are not just fact-finding and definitions, but also
involves skills to engage in the practices firsthand. The lack of inquiry-based instruction in
science education remains a significant problem in the United States. The 2019 Nations Report
Card found that in Grade Four, Grade Eight and Grade Twelve, less than 20% of students
experienced scientific inquiry-related classroom activities (see Figure 5). Further, the report
found that students who experienced less inquiry-based science activities scored lower than
peers that engaged in more inquiry-based activities.

42
Figure 5
Nation’s Report Card Evaluation on Science Education 2019
Note: National Assessment of Education Progress, 2019
Inquiry-based science learning is important for secondary science students from
historically marginalized backgrounds to experience regularly. It shifts learning from the
traditional textbook assignments where students experience someone else as the scientists to a
deeper level of engagement as it provides the opportunity for students to be scientists engaged
in the SEPs and doing the science (NRC, 1996, NGSS Lead States, 2013; Smith & Plumley,
2022). Inquiry-based science is a requirement of most science standards (NRC, 1996; NGSS
Lead States, 2013). Having the standards aligned with the curriculum provides a succinct guide
for districts to measure student knowledge, skills, and growth and the guaranteed experience of
inquiry-based learning. It also allows teachers to benchmark student understanding and needs.

43
Standards serve as a map to knowing what students know and what they need to know in order
to be considered proficient.
High- Quality Instructional Materials and Instruction
According to Bell et al. (2012), secondary STEM education for historically marginalized
students faces significant challenges in terms of quality and equity. These students often have
limited access to rigorous science courses and experienced science teachers (National Research
Council, 2023). The quality of instruction and instructional materials and the preparation of
science teachers play a critical role in determining the educational outcomes of historically
marginalized students (Darling-Hammond, 2010). The National Center for Education Statistics
(NCES) regularly administers the National Assessment of Educational Progress (NAEP) and
reports the results as the Nation’s report card. This report card (2019) found that only 41% of
twelfth-grade students reported taking courses in biology, chemistry, and physics since eighth
grade. Of the 41% of students taking all three core high school science courses, a large majority
of students were Asian and male when compared to other racial/ethnic or gender peers (NAEP,
2019), as shown in Figure 6.
Related, the performance of Black and Brown students (not identifying as Asian) on
national science assessments such as the National Assessment of Educational Progress and
Advanced Placement exams remains lower compared to their non-marginalized peers (College
Board, 2020; National Center for Educational Statistics, 2023).

44
Figure 6
Nation’s Report Card Evaluation on Science Education 2019
Note: National Assessment of Education Progress, 2019
In an ideal world, all students, regardless of their background, should have access to
high-quality instructional materials, highly qualified science educators and a rich offering of
advanced placement courses (NGSS Lead States, 2012). Curriculum providers would use
teacher, student, and parent feedback and the latest research and innovations to create
innovative instructional resources that are regularly revised to enrichen student experiences.
This includes designing a curriculum that incorporates diverse perspectives, culturally
responsive instructional practices and strategies to promote student voice and agency in science
education (Darling-Hammond, 2017; Ladson-Billings, 1995). Science equity in schools means

45
instructional materials are aligned to science standards and instructional practices to maximize
student scientific learning (Thompson et al., 2021). Further, science educators are trained in
pedagogy, and science instructional practices to engage all types of learners, addressing the
unique experiences of students from marginalized backgrounds (Gay, 2018; Ladson-Billings,
1995). In a classroom that prioritizes science equity, students discuss and explain scientific
phenomena that is most relatable to them and their lived experiences (Thompson et al., 2021).
Additionally, professional learning would be ongoing, related to current topics and honors
specific school culture. Science equity in schools would mean access to AP courses is universal,
and there are universal AP readiness supports for students to understand the AP program and
courses provided (Villarejo et al., 2008).
The Next Generation Science Standards (NGSS) have been used to create science
curriculum for middle school science, as well as high school Biology, Chemistry, Physics, and
Environmental or Earth Science courses. They have also been used to create open-education
resources (OER) such as OpenSciEd. While OpenSciEd resources have been reviewed by
science education professionals at EdReports, other open education resources have not, with
teachers creating their own materials, selecting aligned YouTube or TikTok videos, or use of
teacherpayteachers.com resources. As standards help standardize what students are expected to
learn, curriculum programs standardize what is being taught across a district, to bring consistent
high-quality instructional practices and resources to classrooms in all buildings in the adopted
district or state. This helps students who experience inconsistent housing and may transfer
schools often or students who attend schools impacted by teacher attrition.
High-quality instructional materials lead to high-quality instruction through the supports
and resources provided to educators. Having a curriculum that is standardized across a district

46
helps provide equitable access to students regardless of what neighborhood they reside in,
which greatly benefits students from historically marginalized communities (OECD, 2012;
Rivet Education, 2021).
Importance of Science Equity
Science equity is of paramount importance as it holds significant implications for
historically marginalized students and society as a whole. By promoting equitable science
education, marginalized students can gain increased engagement and access in the science field,
as well as identity development, which leads to widened opportunities and improved
educational outcomes in STEM careers and areas of study (National Science Board, 2010;
President’s Council of Advisors on Science and Technology, 2012). Ultimately, equity in
science education leads to building a more inclusive and diverse scientific community, fostering
critical thinking skills and innovation, and addressing societal challenges through a more
diverse and rich scope of perspectives and experiences.
Equity in K-12 science education is essential for the future for several reasons, such as
promoting STEM diversity, closing achievement gaps and addressing disparities, developing a
skilled workforce, and even promoting social justice. Students who are historically marginalized
often face barriers that limit their access to quality science education (NRC, 2012). Students
need to see themselves, and each other, as the scientists and engineers engaged in the practice of
doing the science. Promoting diversity and inclusion in STEM careers is crucial for ensuring
equity in science education. By providing equitable opportunities for students who are
historically marginalized, their representation in STEM disciplines increases (National
Academies, 2016). Ensuring students have equitable science education helps develop a skilled,
more diverse workforce as students who have access to high-quality science education develop

47
skills necessary for developing a workforce able to contribute to societal progress and address
scientific challenges (National Science Foundation, 2019). Science education serves to
empower students and equip them with the critical thinking skills necessary to push boundaries,
make claims and find evidence to support solutions. Focusing on equity by providing resources,
support, and inclusive instructional practices can help close gaps in the science achievement of
underrepresented students (Bell et al., 2009). Ultimately, by promoting equity in science
education, students are provided the opportunity to contribute to social justice and foster an
inclusive society (Carlone & Johnson, 2007).
Understanding who our historically marginalized populations are, the curriculum
currently in the science classroom, and the shifts needed in science classrooms is important for
improving the outcomes for underrepresented secondary students. Professional learning is a
vehicle to help teachers acquire the skills and understanding to engage historically marginalized
students in science education. Teacher professional learning should accompany curriculum
implementation, understanding curriculum development, implementation and assessment takes
time (Cross et al., 2020).
Understanding Teacher Professional Learning and Approaches
Understanding what teacher professional learning is and the various types and
approaches is important to considering what PL resources and approaches are effective for
teachers of underrepresented students in STEM studies and careers and implementing effective
instructional practices to educate, engage, and excite them.
What is Professional Learning?
Professional Learning has been called various terms over time. Research literature has
called it staff development, teacher workshops, teacher pre-service training, educator training

48
sessions, but most commonly the terms professional development and professional learning are
used interchangeably (Easton, 2008; Fullan & Hargreaves, 2016; Guskey, 2021). While these
terms are often used interchangeably, it is important to understand the distinction between
professional development and professional learning. Scherff (2018) described professional
development as a one-time event similar to a workshop. These workshops can have teachers
from different content focus areas or grade level bands. By contrast, professional learning
sessions are used to sustain ongoing learning through interactive and engaging formats while
targeting a shared outcome and goal. Professional learning has evolved from the 1970s as a
solution to “fix” a deficit in education into a focus on research evidence-based instructional
practices and student learning outcomes (Guskey, 2009; Guskey, 2021). Scherff shared that
while professional development can be seen as a one-time event, professional learning is used to
sustain ongoing learning through interactive engaging formats with a goal to provide systemwide improvement. There was a shift in naming conventions from teacher training, which is
reminiscent of trained behaviors in animals, to teacher development, which requires an “expert”
skilled to develop teachers because development implies growth and expansion (Easton, 2008).
But even professional development has been shown to be not enough to bring about a change of
practice required for professional learning (Scherff, 2018; Easton, 2008; Killion, 2015).
Educators must be knowledgeable and wise and know enough in order to change. They must
change in order to get different results, and this means they must become learners and be selfdeveloping. Being a learner means actively seeking out new knowledge, skills, and experiences
to improve oneself. It involves a growth mindset, a willingness to take risks and make mistakes,
and a desire for continuous improvement (Dweck, 2006; Knowles, 1980). Educators need to be

49
lifelong learners and research and practice is increasingly focused on professional learning over
professional development (Easton, 2008).
The United States is not alone in these discussions around teacher professional
development and teacher learning as they occur globally. In Canada, for example, professional
development and professional learning have often been used interchangeably. According to
Fullan and Hargreaves (2016), in Canada there is still a predilection to refer to this essential
work as professional development. The authors illustrate this relationship as a Venn diagram
where professional learning and professional development intersect as professional learning
development-—a term introduced in more recent research. Understanding the distinction of
professional learning and professional development is important to discussions around what
makes professional learning stick. While the terms are often used interchangeably, professional
development often involves standardized training sessions that are not customized or
personalized to fit the learning situation. These training sessions might be effective in some
settings but typically they do not have the long-lasting content and structure that helps the
learning “stick.” Just like student learning, teacher professional learning prioritizes
sustainability of new learning and is customized to fit into many different learning structures
depending on the audience, duration, location, and platform.
Understanding Adult Learning Theory and Embedding it into PL
When researching adult learning theory, andragogy appears frequently as the starting
point. Andragogy is a theory of adult learning authored by Malcolm Knowles (1980).
Andragogy highlights the unique characteristics and motivations that influence learning
experiences of adult learners. Teacher education preparation programs often focus explicitly on
pedagogy and best instructional practices, yet less frequently engage in adult learning theories

50
and explore how lifelong learning can be beneficial to one’s career and best practices for
sharing learning with peers (Learning Forward, 2010). Andragogy is a well-researched theory
that has been applied to multiple topics such as teacher education, counseling, and prison
education programs. This theory was defined by Malcolm Knowles (1970) as the art and
science of helping adults learn. Knowles has written several books and articles defining
andragogy and comparing the learning theory to pedagogy. Andragogy is centered around four
principles of the design of learning:
Principle 1: Self-Directed Learning
Andragogy highlights the importance of self-directed learning, where adults take
responsibility for their own learning process as they are involved in the planning and evaluation
of their instruction. For professional learning geared towards STEM educators, self-directed
learning encourages teachers to identify their own professional learning needs, set goals, and
actively engage in learning new knowledge and skills (Knowles, 1980). This study will explore
opportunities for self-directed learning for STEM teachers to take ownership of their personal
growth to enhance instructional practices for historically marginalized students.
Principle 2: Experiential Learning
Andragogy also emphasizes that experience provides the basis for learning, including
our mistakes. For professional learning geared towards STEM teachers, professional learning
provides opportunities for professional learning communities and other services that allow
educators to share experiences, collaborate with other educators and reflect on their instructional
practices. This study will explore what experiential learning opportunities STEM teachers had
and how those experiences might have enhanced instructional practices for historically
marginalized students.

51
Principle 3: Relevance and Contextualization
According to andragogy, adult learners are motivated by the relevance of the learning or
task value. In the context of STEM education, it is important for professional learning to
incorporate and model culturally responsive pedagogy and connect STEM concepts to the
cultural backgrounds of historically marginalized students (Darling-Hammond, 2017). This
study will explore the relevance of professional learning opportunities for STEM teachers
teaching historically marginalized students.
Principle 4: Problem-Centered vs. Content-Oriented
With andragogy, Knowles (1980) shares that adults learn best through problem-solving
and other active learning strategies such as hands-on experiences and opportunities to showcase
critical thinking. This study will explore the problem-centered, active learning strategies STEM
educators have experienced and how those experiences might enhance instructional practices for
historically marginalized students.
Knowles used these principles to summarize six key assumptions about adult learners,
which are the foundation of adult learning. Those assumptions are as follows:
1. Self-concept
2. Experience
3. Readiness to learn
4. Orientation to learn
5. Motivation to learn
6. The need to know (Knowles, 1984; Taylor & Kroft 2009)
These assumptions are illustrated in Figure 7 below. Knowles, Holton and Swanson (1998)
discussed the concept of andragogy and its application in practice. The figure expands on the six

52
principles of andragogy and how they can be implemented practically. The authors emphasized
that the application of andragogy involves creating learning experiences that align with these
practices. Instructors shift from being the authority figure to more of that of a facilitator,
supporting and guiding learners throughout the learning process considering the impacts of
individual differences and growth, institutional growth and subject matter differences, societal
growth and situational differences. Adult learners need goals and purposes for learning. They
are motivated when there is a need to know that is aligned with their own personal goals and
aspirations. Institutions can also contribute to learners’ personal growth and satisfaction by
understanding the learners’ goals and using that to design programs and courses aligned to the
learners aspirations. Andragogy in practice can be used to develop effective structures,
characteristics, and requirements of teacher professional learning, as will be discussed next.
Figure 7
Andragogy in Practice

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Structures, Characteristics and Requirements of Teacher Professional Learning
Professional learning is structured in many different ways to meet educational needs.
These structural characteristics vary based on duration, focus, audience type and size, and
platform. Professional learning includes various types of professional learning experiences from
courses or workshops, conferences or seminars, college degree programs or continuing
education credit classes, observations in other schools, teacher networks formed for professional
learning, individual or collaborative research, new teacher induction, teacher mentoring, reading
of professional literature or informal dialogue about teaching and learning (Easton, 2013). As
shown in Figure 8, high-quality professional learning can be defined by the structure, type and
characteristics (Rivet Education, 2022).
Figure 8
Structure, Type, and Characteristics of High-Quality Professional Learning (Rivet Education)

54
High-quality professional learning may be delivered in a variety of structures, depending
on content, audience, or type of session. Rivet Education is a nonprofit organization that
provides reviews on professional learning service providers. Companies submit yearly detailed
summaries on how their professional learning aligns to their framework for high-quality
curriculum aligned professional learning. Rivet researchers have created a framework that
details the essential components and characteristics of professional learning. One element that is
tied into all Rivet literature is that high-quality professional learning (HQPL) relies on highquality instructional materials (HQIM) and high-quality instructional materials rely on highquality professional learning. Being aligned with HQIM is one of six characteristics that highly
qualified professional learning should have. Rivet details four types or purposes of professional
learning: Adoption, Launch, Ongoing Support for Teachers, and System Design and Leadership
Support. Adoption professional learning supports schools and school systems in developing and
executing a plan for instructional material selection. Professional learning organizations support
adoption planning as districts review, pilot and select materials to adopt. Launch professional
learning supports teachers and leaders with their initial understanding of their HQIM, being able
to use the components effectively and efficiently on day one of teaching. Ongoing Support for
Teachers deepens teachers’ initial understanding of implementation, providing teachers with the
opportunity to reflect on implementation and plan for adaptation to meet the needs of all their
students. System Design and Leadership Support services school leaders with identifying
enabling conditions such as policies and procedures that may negatively impact implementation.
Within these stages of PL support, there are four types of professional learning
structures: Workshops, Collaboration meetings or Professional Learning Communities (PLCs),
Coaching, and Consulting. Workshops are typically described as professional development.

55
These are stand-alone learning experiences designed to teach educators about specific resources,
materials or strategies, build skills or knowledge. They happen at various times of the year,
usually after school, during the summer, or during assigned professional development days.
Collaboration/ Professional Learning Communities are small groups of educators within the
same grade level or content area that meet during planning time within the school day to grapple
with lessons, tasks, texts, student work through collaborative planning, observation, and
feedback protocols. Coaching provides informal opportunities for educators to observe
exemplary teaching and feedback processes throughout the instructional day. Consultation is the
discussion and planning of next steps and focus areas with system and school leaders to support
professional learning systems design and implementation. Across all types and formats of
professional learning, there are six commonly discussed characteristics that must be met in
order for it to be considered high-quality. High-quality, curriculum aligned professional
learning must be: equity focused, specific to educators, context content focused and HQIM
aligned, interactive and collaborative, address expectations and motivations, and data driven
(Borko, Whitcomb, & Byrd, 2008; Desimone, Smith, & Ueno, 2006). Table 2 shows the
description and recommendations for frequency and occurrence of the four types of PL
structures.

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Table 2
Rivet Education’s PL Structure Definitions from the Professional Learning Partner Guide 2022
All structures of professional learning should be led by educators (teachers, leaders, or
coaches) with strong content and pedagogical expertise and deep knowledge of the standards,
shifts, and high-quality instructional materials. Job-embedded services provide professional
learning within teacher lesson modeling, observation and feedback cycles. Job-embedded
professional learning is ongoing teacher learning, grounded in day-to-day teaching practice and
is designed to enhance teachers’ content-specific instructional practices with the intent of
improving student learning (Darling-Hammond & McLaughlin, 1995; Hirsh, 2009). It is
primarily school, or classroom based and is integrated into the workday, consisting of teachers
assessing and finding solutions for authentic and immediate problems of practice as part of a
cycle of continuous improvement (Hawley & Valli, 1999; National Staff Development Council,
2010). Job-embedded professional learning for teachers is an essential aspect of teacher

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professional learning. Job-embedded professional learning refers to the professional learning
activities that teachers engage in while still on the job. The idea is to provide teachers with
opportunities to learn and grow within their daily work routines (Darling-Hammond et al.,
2017).
Banilower et al. (2017) used their study to evaluate the impact of job-embedded
professional learning on teacher practice and student achievement. The results showed that
teachers who participated in job-embedded professional learning reported greater gains in
instructional practice than those who participated in traditional professional learning.
Moreover, students taught by teachers who participated in job-embedded professional
learning outperformed those taught by teachers who did not. Supovitz and Turner (2000)
focused on the design and implementation of job-embedded professional learning programs.
The study revealed that the most effective programs included ongoing support, a focus on
classroom practice, and opportunities for collaboration among teachers. Similarly, in a study by
Borko et al. (2015), the authors found that job-embedded professional learning that included
coaching and feedback resulted in improvements in teacher practice, which led to improved
student achievement.
Desimone et al. (2002) found that job-embedded professional development was more
effective when it was aligned with school and district goals, when it provided opportunities for
collaboration and reflection, and when it included ongoing support. These studies suggest that
job-embedded professional learning is an effective approach to teacher professional learning.
Such programs provide teachers with opportunities to learn and grow within their daily work
routines, which leads to improvements in instructional practice and student achievement.

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Another support that has become increasingly requested from professional learning teams
is lesson analysis, also known as lesson study (Croft et al., 2010; Dudley et al., 2019; Lewis,
2016; Lewis et al., 2019). This job embedded support requires a multiple step learning
opportunity for a group of teachers with similar grade levels to first plan the lesson
collaboratively, discussing instructional strategies tied to a focus goal, student current data and
outcomes, before experiencing the lesson modeled with students as an observer while taking
notes aligned with the focus area designed in the planning stage. The planning and modeling is
followed by reflection and constructing next steps, which should happen both independently
and in a group setting. Dudley et al. (2019) defines lesson study as not a classroom intervention
but instead collaborative classroom research in which a group of teachers seeking to improve
outcomes for students engage collectively in: (i) curriculum study (of learning progression
leading up to and following the unit); (ii) agreeing critical features of a research lesson or unit
that they jointly design, teach, observe and discursively analyze; (iii) analysis of progress
students make in relation to the lesson study and school research theme, and (iv) identifying
next steps for future teaching. Lesson studies are made public through open-house public
teaching and published teacher reports. They are usually supported by internal or external
experts and commentators in the curriculum area under scrutiny.
Lewis (2016, 2019) describes the lesson study benefits described in Table 3. Following the
similar steps described above, teachers are involved in studying the lesson, planning the lesson,
teaching or observing the lesson, and reflecting on the lesson. As teachers study the lesson, they
develop research themes connecting long term goals to daily teaching, study other research or
curriculum that develops knowledge, which could be an article or video that provides new
learning and encounter new insights into their own curriculum and standards from joint study.

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During the planning stage, teachers learn subject knowledge as they solve tasks, considering
colleagues and students’ ideas, make tacit ideas explicit, confront different ideas, negotiate with
colleagues and take risks, and ask questions they might not take on their own. During the teach
stage, teachers learn as they see the impact of class routines and lesson elements, discover any
unrealized capacities of students, and experience the lesson from the student viewpoint.
Table 3
Lesson Study Stages and Forms of Teacher Learning (Lewis, 2016, 2019)
Stage of Lesson Study Forms of teacher learning that occur
Study o Develop research theme connecting long
term goals to daily teaching
o Study other research or curriculum that
develops knowledge
o New insights into own curriculum and
standards from joint study
Plan oLearn subject knowledge as solving tasks –
consider colleagues and students’ ideas
o Make tacit ideas explicit, confront different
ideas, negotiate with colleagues
oTake risks you would not take on your own
Teach o See impact of class routines and lesson
elements
o Discover unrealized capacities of students
oExperience the lesson from student
viewpoint
Reflect oEncounter new views from expert
commentator and colleagues
oExperience changes in one’s relationships
with one’s colleagues
oReflect on one’s own practice and beliefs.
Within this research, it is important to consider a newer and rapidly expanding online PL
format that is gaining popularity as schools look for solutions that do not rely on class coverage

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and cost less than face-to-face interaction. Designed to focus on content area needs or new
learning strategies for teachers or instructional leaders, the accessibility of professional learning
has improved using digital platforms and online courses. As professional learning has
transitioned to offering online courses, there is now a transition to asynchronous and
synchronous offerings. With asynchronous offerings, courses are provided to educators to use
without live support. Synchronous offerings provide sessions online with a specialist available
for on-the-spot support. School districts’ response to Covid-19 has highlighted the need for
virtual professional learning that is flexible in time commitment, does not require class
coverage, and provides ongoing learning for educators with diverse instructional needs. This has
led to the development of hundreds of virtual course catalogs, podcasts, video conferences, and
Zoom presentations (Guskey, 2021). Many teachers are participating in massive online openaccess courses (MOOCs) which have opened up the possibilities for teachers to engage in a
variety of learning experiences. Hollebrands and Lee (2020) examined how design principles
are enacted in the design of MOOCs for educators and how the enactment of these principles
influences participant engagement and provides opportunities for teachers to develop
knowledge, beliefs, and attitudes towards the content. Online professional learning needs to be
easily accessible, meaningful, collaborative, and address varied participant needs and abilities in
order to lead to changes in teacher practices. Professional learning is increasingly being
delivered in a variety of modalities and is proving to be a global practice to improve instruction
and student outcomes.
What Makes Professional Learning Stick?
With this understanding of the current state of secondary science instruction and the
professional learning structures designed for educators, this section delves into the stickiness of

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professional learning by taking a closer look into the research on how PL effectiveness is
measured and why stickiness matters for educators, school leaders and professional learning
providers, including how PL served as an additional pathway for equity in STEM education.
Measuring for Effectiveness of Teacher Professional Learning: Improving Student
Learning Outcomes and Improving Teacher Instructional Practices
Can you remember a day as a child, back when there was not easy access to wet naps
and hand sanitizer, when sharing a piece of sweet sticky candy on a hot day would linger on
your fingers for hours? Ultimately that is what is wanted from professional learning. The goal is
for the learning to linger and continue to grow as educators improve their instructional
practices. Most studies measure the effectiveness of professional learning in two ways: student
impact and teacher instructional practice (Ford, 2021). Student impact can be measured by
specific student behaviors and assessment scores. Teacher instructional practices are measured
in various ways that differ from school to school, and sometimes class to class; from gathering
observational data, student work profiles, interviews and surveys, lesson videos, and selfreflection journals.
Recently, Smith and Plumley (2022) released their landscape study for improving the
field of K-12 science education looking deeply at the state of science professional learning in
the United States since 2016 and the introduction of Next Generation Science Standards. They
found that professional learning needs to be centered with high-quality instructional materials in
order to help teachers understand the instructional practices and their relevance to their teaching
content. Most professional learning happens as a school or district-based decision making.
Some states offer funding and other resources to support schools' professional learning.
Equipping teachers with the best evidence-based tools available will help them personalize

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instruction and meet the needs of each student (Smith & Plumley 2022; Gleason & Gerzon
2013). Such instructional materials, accompanied by aligned, high-quality professional learning
and assessments, can support teachers to be successful professionals and make the learning
stick. With the new standards presented for most content areas came a shift in observable
instructional practices and student behaviors as students engaged in learning. The new
instructional expectations focused on student engagement and student-centered lessons. Because
of these shifts, effective professional learning was paramount to helping educators understand
the standards and content and how to integrate them with the instructional shifts and student
practices.
With the Smith and Plumley (2022) study, five principles of professional learning to
improve instructional practices and student learning outcomes for teachers of all subjects
emerged:
i. Content focus: Learning opportunities for teachers focus on subject matter content and
how students learn that content.
ii. Active learning: Teachers are active participants rather than passive recipients,
engaging in such activities as observing expert teachers (followed by interactive
feedback and discussion), reviewing student work, and leading discussions.
iii. Coherence: Opportunities are consistent with other learning experiences and with
school, district, and state policy.
iv. Sufficient duration: Both the total number of hours and the span of time over which the
hours take place are sufficient.
v. Collective participation: Teachers participate with others from the same school, grade,
or department.

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In their report, the authors gathered direct quotes from teachers and science education
researchers on the significant of professional learning:
Also, the lesson study is beneficial if not required, for teachers to experience the new
learning as their students would to build a true understanding of the materials. We’re
starting to see some [instructional] materials I think at all the levels, more so at the
middle school and elementary levels than at the high school, but there’s getting to be
some stuff that’s out there. But those materials aren’t going to ever be useful unless
teachers have really strong professional learning. I mean, materials are just that;
they’re just materials, but unless teachers really know how to implement them, it’s
not going to go anywhere. — Science education researcher, (Smith & Plumley, 2022,
p. 24)
One challenge is getting teachers access to professional learning. Not all districts are
able to support the cost, including travel and [substitute teacher] coverage, for
teachers to participate when these opportunities are offered during the school day.
When these opportunities are offered outside of the school day, a lot of teachers do
not have the capacity to participate or attend. — Classroom teacher, (Smith &
Plumley, 2022, p. 25).
Similarly, Labone and Long (2016) detailed six elements of professional learning that
support sustained change in teacher practice: focus, learning components, feedback,
collaborative practices, temporal elements, and coherence. The focus on content aligns with
prior discussion around setting goals for both student outcomes and teacher practices. Learning
components need to be participant driven and feature experiential and active learning elements

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as well as modeling components. Professional learning should include opportunity for feedback
that includes group review and self-reflection as well as collaborative practices that support the
development of professional learning communities, trust, and discourse (Labone & Long,
2016).
Killion’s (2015) research also examined the relationship between professional learning
and increased student achievement. Using eight years of empirical data from fourth, sixth and
eighth graders, the author explored the relationship between professional learning and student
scores while focusing on six focus areas: content, pedagogy, curriculum, integrating information
technology, assessment, and improving students’ critical thinking or problem-solving skills.
Killion (2015) suggested that when teachers engaged in professional learning focused on
improving their math instruction, student achievement in math also improved. In addition, the
study found that sustained and job-embedded professional learning was more effective than
one-time workshops. Killion emphasized the importance of ongoing, collaborative professional
learning opportunities for math teachers to improve student achievement in math. Furthermore,
the findings suggested that professional learning leaders, practitioners, decision makers, and
policymakers have a responsibility for monitoring alignment between the content of
professional learning and discipline-specific knowledge and pedagogy. The study, as Killion
(2015) notes, supports the implementation of policies, advocacy, and practices for professional
learning as a vehicle for improving student achievement and supporting educational reform.
As Sims, et al. (2021) discussed, while a great deal of research has measured if
professional learning is effective, there is a lack of measurement on what elements make an
impact. Using research from 2002 to 2020 from ten scholarly databases and other educational
resource databases for evaluation of professional learning programs, as shown by Table 4, Sims

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et al. (2021) coded the inclusion of 14 mechanisms aligned to four purposes of professional
learning to create their IGTP model: Helping teachers gain new Insights (I), pursuing new Goaldirected behaviors (G), acquiring new skills or Techniques (T), and embedding these changes in
their Practice (P). The IGTP framework emphasizes the importance of aligning professional
learning with teachers' career stages and their school's goals and vision in order to make the
learning stick. It recognizes that professional learning is an ongoing process that should support
teachers' growth and performance throughout their careers. The framework consists of three
interrelated phases: induction (supporting new teachers), growth (fostering teacher learning and
development), and teacher performance (enhancing teacher effectiveness and impact on student
learning). The IGTP framework provides a comprehensive, systematic, and coherent approach
to professional learning that addresses teachers' needs, interests, and goals.
The meta-analysis conducted by Sims, et al. (2021) identified 14 mechanisms that
increase the effectiveness of professional learning. These mechanisms are organized into four
categories: content and design, delivery, teacher participation and engagement, and school and
system support. Content and design mechanisms include the alignment of PD content with
teachers' needs and goals, the use of evidence-based practices and materials, the provision of
differentiated learning opportunities, and the integration of PD with classroom practice.
Delivery mechanisms focus on the use of effective instructional strategies, such as modeling,
feedback, coaching, and collaborative learning. These mechanisms emphasize the importance of
active, experiential, and collaborative learning experiences that enable teachers to apply what
they learn in their classrooms. Teacher participation and engagement mechanisms emphasize
the importance of teacher agency and ownership in professional learning. These mechanisms
include the provision of choice, autonomy, and relevance in PD, as well as opportunities for

66
reflection, self-assessment, and peer collaboration. School and system support mechanisms
recognize the critical role of leadership, culture, and infrastructure in supporting effective
professional learning. These mechanisms include the provision of time, resources, and
incentives for PD, as well as the alignment of PD with school and system goals and priorities.
Table 4
Integrated IGTP and 14 Mechanisms (Sims, et al., 2021)
Purpose Mechanism
Instill Insight (I) Manage Cognitive Load
Revisit Prior Learning
Motivate Goals (G) Goal Setting
Credible Source
Praise/Reinforce
Teach Techniques (T) Instruction
Practical Social Support
Modeling
Feedback
Rehearsal
Embed Practice (P) Prompts/Cues
Action Planning
Self-Monitoring
Context Specific Repetition

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According to Sims, et al. (2021), the study found that the following characteristics of PD
enabled teachers to use the knowledge gained to change their instructional practice and had a
positive impact on pupil achievement: duration, active learning, content focus, collective
participation, and coherence. Specifically, PD that lasted at least 14 hours, included active
learning strategies such as peer coaching, mentoring, and collaborative planning, focused on
content knowledge or subject-specific pedagogy, included collective participation of teachers
within a school or across schools, and was aligned with school policies and goals and integrated
with ongoing school activities had a significant impact on pupil achievement. The study found
that the following characteristics of PD had a positive impact on pupil achievement:
a. Duration: PD that lasted at least 14 hours showed significant impact on pupil
achievement.
b. Active learning: PD that included active learning strategies such as peer coaching,
mentoring, and collaborative planning had a significant impact on pupil achievement.
c. Content focus: PD that focused on content knowledge or subject-specific pedagogy had a
greater impact on pupil achievement than PD that focused on generic teaching strategies.
d. Collective participation: PD that included collective participation of teachers within a
school or across schools had a significant impact on pupil achievement.
e. Coherence: PD that was aligned with school policies and goals and integrated with
ongoing school activities had a significant impact on pupil achievement.
The effectiveness of professional learning can be measured in two ways: student impact
and change in teacher instructional practice. Recent studies show that professional learning
needs to be centered with high-quality instructional materials and should be aligned with school,
district and state policy. Teachers and educational researchers emphasize the significance of

68
professional learning and elements that could result in sustained change in teacher practice
(Labone & Long, 2016; Smith & Plumley, 2022). Understanding the components and best
practices for effective professional learning, research continues to explore “What makes it
stick?” and “Why does having effective sustained professional learning matter?”
Why Does Having Effective Professional Learning That Sticks Matter?
There are many benefits to having an effective system for professional learning in
school foundations. Moving away from the traditional workshop model which was more “learn
today, forget tomorrow,” educators are expected to prioritize instructional strategies and student
learning outcomes while attending to their content knowledge. Effective professional learning
that sticks is essential for teacher development, curriculum implementation, and educational
equity. Professional learning benefits curriculum companies, school administrators, and teachers
by enhancing their understanding of teachers' needs and perspectives, supporting the
implementation of educational initiatives, enhancing teaching practices and increasing job
satisfaction, and promoting equity in education. Professional learning opportunities that are
interactive, collaborative, and tailored to teachers' needs and interests can promote positive
school culture and collaboration, leading to improved student learning outcomes and retention
rates. Moving away from the traditional workshop model to intentional professional learning
opportunities requires a balance of support from curriculum providers, school administration
and teacher investment.
Why Stickiness Matters: Professional Learning Providers and Curriculum Companies
Professional learning that does not stick is a waste of time and resources. Curriculum
companies have a vital role in providing high-quality curriculum materials that meet the needs
of teachers and students. Therefore, it is crucial for curriculum companies to understand why

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having professional learning that sticks matters. The quality of curriculum materials alone is not
sufficient to ensure successful implementation and improved student outcomes. Professional
learning is critical for curriculum companies to ensure that educators have the knowledge and
skills necessary to effectively implement curriculum materials. Professional learning can help
curriculum companies stay up-to-date with the latest research and best practices in education,
which can ultimately lead to the creation of more effective and impactful materials for teachers
and students. Research has shown that curriculum companies that prioritize professional
learning and development tend to create more effective and impactful materials for teachers
(Acker-Hocevar & Kilgore, 2017; Weise et al., 2018).
Professional learning is also crucial for curriculum companies to design and provide
high-quality curriculum materials that meet the needs of teachers and students. Research has
shown that professional learning can support curriculum companies in developing curriculum
materials that are aligned with the goals of education and meet the diverse needs of students
(Shulman & Hannafin, 2008). Professional learning can also help curriculum companies keep
up-to-date with new developments in education, such as changes in educational policy,
technology integration, and pedagogical practices. By engaging in professional learning with
educators, curriculum companies can gain valuable feedback on the effectiveness and relevance
of their materials and use this feedback to make improvements. Research has shown that
collaboration between curriculum companies and educators can lead to the development of
materials that are more closely aligned with the needs of educators and students (Grossman et
al., 2010). By engaging with teachers and other education professionals through professional
learning opportunities, curriculum companies can gain insights into what is working in the
classroom and what is not. This can help them refine their materials and make adjustments to

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better meet the needs of teachers and students (Black et al., 2015). Professional learning can
also help curriculum companies develop more effective resources for teachers and students. For
instance, professional learning can help curriculum companies develop materials that are
aligned with standards and assessments, meet the needs of diverse learners, and integrate
technology effectively (Lashley & Cummings, 2015; Weise et al., 2018).
Professional learning can also help curriculum companies establish themselves as
leaders in the field of education. By providing high-quality professional learning opportunities
for teachers and other education professionals, curriculum companies can build a reputation for
themselves as experts in the field of education. This can help them attract new customers and
build strong relationships with existing ones (Black et al., 2015).
This is critical for curriculum companies to understand because it enables them to stay
informed about the latest developments in education and to create more effective resources for
teachers and students. Professional learning can help curriculum companies stay up-to-date with
the latest research and best practices in education, develop more effective resources for teachers
and students, and establish themselves as leaders in the field of education. Therefore, investing
in professional learning opportunities for curriculum companies is essential for improving the
quality of education and ensuring that teachers and students have access to effective and
impactful resources.
Why Stickiness Matters: School Administration Support
While professional learning is essential for teachers to enhance their skills and
knowledge in the field of education, the success of professional learning largely depends on the
administrators' support and implementation. School administrators play a crucial role in shaping
teachers' professional learning. According to Reiman, Conzemius, and Roy (2014),

71
administrators' active involvement, support, and follow-up are essential to ensure the successful
implementation of professional learning initiatives. Also, the research highlighted that school
administrators should establish a culture of collaboration and continuous learning to create an
environment that fosters professional growth for teachers. Establishing the culture and
supporting ongoing continuous learning is a significant role that school administrators provide.
Hargreaves and Fullan (2012) found that teachers in supportive school cultures had more
positive perceptions of professional learning and were more likely to engage in collaborative
learning activities. Similarly, in their study, O'Neil and Gomez (2016) found that school
administrators play a pivotal role in identifying and addressing teachers' professional learning
needs. The research indicated that effective professional learning requires an understanding of
teachers' strengths and weaknesses, and administrators should personalize professional learning
programs based on teachers' individual needs. The study also highlighted that administrators
should provide ongoing support and resources to facilitate teachers' continuous learning.
School administrators should also focus on creating opportunities for professional
learning that are relevant, engaging, and aligned with the school's goals and objectives. Hawley
and Valli (2017) detailed the importance of aligning professional learning with the school's
vision, mission, and values to ensure that it meets the needs of both the school and the teachers.
School administrators' attitudes towards professional learning were found to be critical in
promoting and implementing successful professional learning initiatives (Huang, Chen, &
Chou, 2019). Administrators' positive attitudes towards professional learning create a positive
culture of learning and growth that motivates teachers to participate and engage in professional
learning programs actively. However, research has also shown that teachers often do not receive
the support they need to engage in meaningful professional learning (Feiman-Nemser, 2001).

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Administrators play a critical role in creating a culture of investment in professional learning by
providing opportunities and resources for teachers to engage in ongoing learning (Fischer &
Fickel, 2018). This can include allocating time for professional learning during the school day
and providing funding for conferences and other learning opportunities (Garet et al., 2001). It is
also important for administrators to involve teachers in the development of professional learning
agendas, as teachers are more likely to invest in learning experiences that align with their needs
and interests (Dahlberg & Philippot, 2008). Furthermore, administrators should consider the
different stages of teacher development and tailor professional learning opportunities
accordingly (Feiman-Nemser, 2001). For example, novice teachers may require more structured
support and mentorship, while experienced teachers may benefit from more self-directed
learning opportunities.
Teacher investment in professional learning is critical for improving instructional
practices and, ultimately, student outcomes. Administrators can support this investment by
providing opportunities and resources for ongoing learning, involving teachers in the
development of professional learning agendas, and tailoring learning opportunities to meet the
needs of teachers at different stages of development (Dahlberg & Philippot, 2008).
School administrators play a vital role in promoting and implementing effective
professional learning initiatives. Successful professional learning requires the active
involvement, support, and follow-up of administrators. Administrators should identify teachers'
professional learning needs, personalize professional learning programs, and create
opportunities that are relevant, engaging, and aligned with the school's goals and objectives.
Administrators' positive attitudes towards professional learning can create a culture of learning

73
and growth that motivates teachers to participate and engage in professional learning programs
actively.
Why Stickiness Matters: Teacher Investment in Professional Learning
Professional learning for teachers is essential to ensure continuous growth and
improvement in their practices. However, the traditional top-down approach to professional
learning often fails to address the needs and interests of individual teachers. Several studies
have investigated the perceptions of teachers regarding professional learning. A study by Borko,
Whitcomb, and Byrd (2008) found that teachers value professional learning activities that are
relevant to their teaching practice and provide opportunities for collaboration and reflection.
Similarly, a study by Desimone, Smith, and Ueno (2006) revealed that teachers prefer
professional learning activities that are interactive, ongoing, and tailored to their needs and
interests. Dahlberg and Philippot (2008) argue that teachers need to be actively involved in the
development of their own professional learning agendas. They suggest that collaboration
between teachers and administrators can result in more meaningful and effective professional
learning programs. When teachers are given a voice in determining the focus and content of
professional learning, they are more likely to be engaged and invested in the process, leading to
the learning being more likely to stick and to lead to positive student outcomes.
A study by Guskey and Yoon (2009) found that teachers' perceptions of the quality of
professional development activities influenced their engagement and commitment to such
activities. Teachers preferred activities that were relevant, interactive, and connected to their
daily teaching practices. Similarly, Gates and Mirkin (2019) found that teachers who are
invested in their own professional learning are more likely to engage in reflective practice and
to seek out opportunities for growth. They also note that teacher investment in professional

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learning can have a positive impact on student outcomes. Teacher investment in professional
learning is crucial for continuous growth and improvement in their practices. As discussed in
the previous section, collaboration between teachers and administrators can help ensure that
professional learning programs are designed to meet the needs and interests of individual
teachers, resulting in more meaningful and effective professional learning opportunities.
Sustained engagement over time, opportunities for collaboration and feedback, and alignment
with teacher needs and interests are essential elements of effective professional learning.
Teachers who invest in their own professional learning often report higher job satisfaction and a
greater sense of professional autonomy (Fischer & Fickel, 2018). This investment can take
many forms, such as attending conferences, participating in online learning communities, or
pursuing advanced degrees (Garet et al., 2001). In addition to these individual efforts,
collaboration among teachers can also be a powerful tool for professional learning (Dahlberg &
Philippot, 2008). If professional learning is not sticky, instructional practices will not change
and educators will not implement effective instructional practices that would improve student
outcomes for students who are underrepresented in STEM and who need high-quality
instructional practices the most.
When professional learning providers, school administration and educators are all
invested in high-quality professional learning, improvements in classroom environments and the
quality of instruction will be seen, which can provide an entryway toward educational equity.
Why Stickiness Matters: Effective Professional Learning Provides Additional Pathways
Towards Equity
Ultimately, the pursuit of educational equity has become an increasingly important goal.
One way to achieve this is through professional learning for educators. Literature suggests that

75
professional learning is an important component of achieving equity in education. Gleason and
Gerzon (2013) argue that professional learning is essential to promoting equity in education,
particularly in high-achieving schools. Their study highlights the importance of personalized
professional learning that is aligned with individual educators' goals and needs. The authors
suggest that professional learning should be embedded within the school culture, integrated into
daily practice, and supported by school leaders. Focusing on equity encourages educators to
become more precise with personalizing instruction to meet the needs of all their learners which
then creates a need for alignment among individual, grade level teams, and whole school
professional learning. Formative assessment takes the forefront in instruction as educators are
always looking for data to support their own clearinghouse—“Is what I am doing working?”
Professional learning is crucial for promoting educational equity by enabling teachers to
understand and address the diverse needs of their students. Research has shown that
professional learning can support teachers in developing culturally responsive and relevant
pedagogical practices that can help bridge the achievement gap for historically marginalized
groups (Gay, 2002; Ladson-Billings, 1995). Professional learning can also help teachers
understand and address systemic inequities that impact student outcomes, such as implicit bias
and structural racism. Professional learning can help teachers develop a growth mindset that
emphasizes the importance of effort and persistence in learning, which can help mitigate the
negative effects of stereotype threat on student achievement (Dweck, 2006). Professional
learning can also help teachers develop a deep understanding of the social and emotional needs
of their students, which is critical for creating a positive and inclusive classroom environment
that promotes student success (Jones & Bouffard, 2012).

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Bitting (2021) also emphasizes the importance of effective professional learning that
stays with teachers for social justice and equity in education. The study suggests that social
justice-aligned professional learning should be integrated into school-wide initiatives to
promote equity. The author highlights the importance of addressing systemic inequalities in
education through professional learning that supports the development of educators’ cultural
competence and critical consciousness. Carter-Andrews & Richmond (2019) explore the
concept of professional learning for equity and its impact on student learning. The authors argue
that effective professional learning must go beyond the transfer of knowledge and instead focus
on fostering deep understanding and personalization of learning. The study identified several
key components of powerful professional learning for equity, including collaboration, culturally
responsive teaching, and critical reflection. The authors suggest that when educators engage in
deep, meaningful professional learning, they are better equipped to promote equity in their
classrooms and support the diverse needs of their students. Ongoing, high-quality professional
learning that is centered on equity and the development of educators as reflective practitioners is
important to progressing teacher practices and student performance. Carter-Andrews and
Richmond (2019) argue that powerful professional learning is essential for promoting equity in
education. Professional learning should be relevant, supportive, and provide opportunities for
educators to collaborate, reflect, and take action. Additionally, the authors emphasize that
professional learning should be ongoing and aligned with the school and district’s equity goals
(Carter-Andrews & Richmond, 2019).
Poekert et al. (2020) also emphasize the importance of leadership for professional
learning in achieving equity in education. The authors discuss the critical role of school leaders
in promoting professional learning that is supportive, collaborative, and focused on achieving

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equity. Askew (2021) also suggests that personalized professional learning is essential for
promoting equity in education. Educators' autonomy and agency are important in their
professional learning journeys. Askew states the importance of professional learning that is
tailored to individual educators' needs, interests, and goals, and that provides ongoing support
and opportunities for reflection.
Overall, professional learning is an essential component of promoting equity in
education. Personalized, relevant, ongoing, and supportive professional learning that is aligned
with school and district equity goals is necessary for educators to develop cultural competence,
critical consciousness, and a growth mindset. School leaders, attentive curriculum companies
that provide professional learning, and invested teachers play a critical role in promoting
professional learning that supports equity and fosters a culture of continuous improvement.
In an ideal world, all students, regardless of their background, should have access to
high-quality instructional materials, highly qualified science educators and a rich offering of
advanced placement courses (NGSS Lead States, 2012). Curriculum providers would use
teacher, student, and parent feedback, and latest research and innovations to create innovative
instructional resources that are regularly revised to enrichen student experiences, this also
includes designing curricula that incorporats diverse perspectives, culturally responsive
instructional practices and strategies to promote student voice and agency in science education
(Darling-Hammond, 2017; Ladson-Billings, 1995). Instructional materials are aligned to science
standards and instructional practices to maximize student scientific learning. Science educators
are trained in pedagogy, science instructional practices that engage all types of learners but
rarely address the unique experiences of students from marginalized backgrounds (Ladson-

78
Billings, 1995; Gay, 2018). Students share scientific phenomena that is most relatable to them
and their lived experiences.
Conclusion
The literature demonstrates a long-intertwined relationship between professional
learning and high-quality instructional practices as well as between high-quality instruction and
STEM equitable practices benefiting secondary students from historically marginalized
backgrounds. The literature review also explained the various types and structures of PL and
how andragogy, the theory of adult learning, fits into PL structures. The literature also delved
into how PL is measured for effectiveness and why having effective sticky professional learning
matters for professional learning providers, school administrators and teachers. The literature
reviewed gave a synopsis of current status of STEM instruction. Both PISA and NAEP science
assessments show that Black and Hispanic students in the United States need additional
opportunities and improved instruction in order to increase science literacy scores. Increasing
achievement in secondary science schooling could increase interest in STEM careers and
studies for students from historically marginalized communities. The literature has shown that
students in urban school districts often have less highly qualified teachers and access to funding
and STEM opportunities. Districts that service students from historically marginalized
backgrounds, or that have high poverty rates, benefit from effective and sticky professional
learning the most. However, there is currently a gap in the thread of the relationship from highquality professional learning to supporting equitable STEM practices through instruction. That
is why the literature also reviewed research on why stickiness matters as a pathway towards
equitable classroom practices. The current research regarding the status of secondary STEM
education, high-quality STEM education for students from historically marginalized

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communities, understanding the connection to professional learning approaches, the
measurements for effectiveness and why stickiness matters are important to consider as a
foundation to the methodology for collecting data for this study from distinguished secondary
STEM teachers who work with underrepresented students. Distinguished STEM educators who
teach marginalized students can share their experiences with professional learning and provide
perception data that are valuable to district leadership, professional learning providers and many
others in the educational research field. Chapter Three discusses the methodology guiding this
study.

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Chapter Three: Methodology
Research continues to show that Black and Brown students face barriers in STEM
achievement and careers (Carlone & Johnson, 2007; National Academies of Sciences,
Engineering, and Medicine, 2018; National Science Foundation, 2019). There are many
initiatives and programs to pique student interest in science, technology, engineering and
mathematics (STEM) careers and studies, but a critical component of the problem stems from
student experiences with science instruction in secondary education (Grades 6-12). With a
looming teacher shortage crisis, particularly in STEM subjects, and passage of new laws that
bypass the traditional STEM educator certification processes, students from historically
marginalized backgrounds are most impacted (Weise et al., 2018; Whitman, 2013;. Inner city
schools, or high poverty schools (those with more than 75% free-reduced lunch rates), have a
history of lower teacher retention rates and higher numbers of non-traditionally certified science
teachers (Ingersoll, 2001; U.S. Department of Education NCES, 2023). Historically, there is
evidence of race-based discrepancies when quantifying student access to STEM resources and
opportunities, including support for building STEM identity, interest and efficacy (Burt et al.,
2020). Black and Hispanic students have unequal access to high-quality educational resources
and were subject to pedagogical practices that minimize the inclusion of historically
marginalized students (Burt et al., 2020; Collins, 2018).Within that backdrop, it is critical to
consider the best support for teachers teaching STEM to students from historically marginalized
backgrounds.
This study examined what instructional practices distinguished secondary STEM
educators implemented to engage and excite students from marginalized communities and the
components of professional learning (PL) that were sticky, leading to implementing those best

81
practices. The purpose of the study was to identify the elements of professional learning that
were sticky for distinguished secondary STEM educators, meaning that they positively
influenced STEM instructional practices and outcomes for secondary students from historically
marginalized backgrounds. Data was gathered through interviews with eight distinguished
STEM teachers. This information will further help explore the professional learning
components needed to provide better STEM learning opportunities and experiences and lead to
additional career pathways for Black and Brown students. The following research questions
guided the study:
1. What instructional practices are implemented by distinguished secondary STEM
who educate students underrepresented in STEM studies and careers?
2. What experiences have best prepared distinguished secondary STEM teachers to
implement effective instructional practices for students from historically
marginalized backgrounds?
3. What professional learning experiences have distinguished STEM teachers
engaged in that (STICK or are STICKY) for themselves and their students?
This qualitative study used interviews to collect data from distinguished science teachers
who taught grades 6-12 and educated students from historically marginalized backgrounds. A
qualitative method was selected because it provides the opportunity to explore complex
phenomena such as human experiences and use those perspectives to generate new insight
(Creswell, 2014; Merriam & Tisdell, 2016). This study used purposeful sampling due to the
specific criteria and experiences needed from participants (Maxwell, 2013; Merriam & Tisdell,
2016).

82
These criteria were predetermined to enhance the depth and richness of the qualitative
data collected (Merriam & Tisdell, 2016) in order to meet the needs of the research questions.
This chapter provides an overview of the research design, describes the focus organizations,
sample population and instrumentation, outlines the data collection process, explains the data
analysis methods and reviews the credibility and trustworthiness, ethics and role of the
researcher.
Organization Overview
This study identified participants as distinguished secondary STEM teachers using the
National Science Teachers Association (NSTA) teacher awards and the Presidential Awards for
Excellence in Mathematics and Science Teaching (PAEMST).
The National Science Teachers Association (NSTA) Overview
NSTA is a non-profit organization that is well known in the science instructional
community. Founded in 1944, the organization provides membership to STEM educators in the
K-16+ community, produces journals and publications, professional learning, conferences, and
teacher award programs. Their conferences held semi-annually attract over 30,000 attendees.
Having attended a conference in the past, there is a wealth of information provided for teachers
based on their needs. Days are filled with professional learning sessions that range from
teaching robotics, integrating STEM in other content areas and ways to meet the needs of
diverse learners. As an attendee, I attended about 10 different sessions throughout my time at
the conference. NSTA has six annual awards where they provide about $70,000 in cash prizes
and other awards to STEM educators across multiple STEM disciplines and grade level bands
from elementary through college (NSTA.org, N.D.). For this study, participants were selected
from the published Shell Science Teaching Award and Shell Urban Science Educator Award.

83
Shell, a global energy (oil, gas, petrochemicals, wind, solar, hydrogen energy sources)
providing company, partnered with NSTA for the past 23 years to award U.S. science teachers.
From this list, awardees were selected for this study based on teaching in schools where more
than 50% of students were Black or Hispanic
The Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST)
Overview
PAEMST is an annual award granted to math and science teachers from around the United
States and outlying islands. This award was established by the United States’ Congress in 1983.
The National Science Foundation (NSF) administers the award on behalf of the Presidential
Office of the United States. Winners of this award receive 10,000 from NSF, Partnership
opportunities with other awardees, and an all-expense paid trip to a recognition event that
usually occurs in Washington, D.C.. Awardees also receive a certificate signed by the current
U.S. President. Awardees must be U.S. citizens who have taught for at least five years in K-12
STEM and for no less than 50% of the school’s instructional time and be able to demonstrate
“exemplary pedagogical skills, student assessment expertise, reflective teaching and leadership
that results in improved student learning.” Applications are evaluated by a five dimension rubric
measuring: (1) Mastery of content appropriate for the grade level taught, (2) Use of effective
instructional approaches that are appropriate for the students in the classroom and that support
student learning, (3) Effective use of student assessments to evaluate, monitor, and improve
student learning, (4) Reflective practice and life-long learning to improve teaching and student
learning, and (5) Opportunity, access, and leadership in education inside and outside of the
classroom.

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Population and Sample
The participants for this study were selected through purposive sampling. Purposive
sampling allows for the selection of participants who have particular characteristics or
experiences relevant to the research question (Maxwell, 2013). In this study, the participants
were selected based on their awards and recognition from NSTA and PAEMST. Purposive
sampling was used to collect data for this study due to the specific criteria and experiences
needed from participants (Maxwell, 2013; Merriam & Tisdell, 2016).The selection criteria
were:
● Currently or previously taught 6-12th grade science or math;
● Taught in schools where 60% or more of students are identified as minority or
economically-disadvantaged based on free-reduced lunch enrollment;
● Acknowledged by NSTA or PAEMST as being a distinguished teacher within 5 years of
the study.
These criteria were predetermined to enhance the depth and richness of the qualitative
data collected (Merriam & Tisdell, 2016) in order to meet the needs of the research questions.
As Johnson and Christensen (2015) define purposeful sampling, I have identified a population
of interest (distinguished secondary STEM teachers) and located the participants that fit those
characteristics. I wanted to get their unique perspectives on the types of PL support they
received, experiences they had that proved sticky, and instructional practices they used in their
classrooms . The study focused on a select population of eight teachers who met the study
criteria. Interviewing teachers from different districts across the United States who received
recognition for their effectiveness in the classroom provided multiple perspectives and enriched
the credibility and rigor of the study overall (Johnson & Christensen, 2015). Merriam and

85
Tisdell (2016) recommend selecting participants who can provide rich and diverse data to help
answer the research questions.
Instrumentation
The research questions guiding the study explored the participants' perspectives on the
influential elements of professional learning that influenced their practices to engage and excite
underrepresented students, and supports needed to improve STEM learning and teaching for
historically marginalized students, with a specific focus on access, engagement, and science
identity. The interview protocol designed for this study addressed all three research questions to
get the perspectives of teachers from different regions and demographics around the country.
The interview protocols consisted of 18 open-ended questions (see Appendix A). Interviews
were semi-structured in an open-ended format that did not require a predetermined response as
this approach allowed for a deeper exploration of participant perspectives, insights and
experiences (Merriam & Tisdell 2016). To ensure the alignment with the study’s focus on
professional learning and instructional practices for marginalized students, the questions were
developed based on the research objectives, the research questions, and relevant literature.
The interview protocol included questions that inquired about the participants’
instructional practices to excite and engage students from historically marginalized
backgrounds, experiences with professional learning, how teachers transferred new knowledge
into classroom instruction, perceptions of its effectiveness in influencing instructional practices,
and the specific elements or strategies they found most influential. Additional questions were
designed to explore participants’ perspectives on what their school leaders and professional
learning providers need to know to support other secondary STEM teachers to improve science
teaching and learning for marginalized students.

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These semi-structured interviews allowed for a more conversational and adaptable
approach (Creswell, 2014; Merriam & Tisdell 2016). Semi-structured interviews provided the
opportunity for participants to share rich and contextualized information as well as allowed me
to probe further, seek clarification, and explore any unexpected avenues of inquiry to foster a
deeper understanding of the research phenomenon (Merriam & Tisdell, 2016).
By employing a semi-structured, open-ended interview protocol, this study gathered
comprehensive and nuanced data directly from STEM distinguished teachers in order to explore
elements of professional learning leading to classroom practices that are influential or sticky in
improving science instruction and learning outcomes for historically marginalized students.
Data Collection
The data collection process began by reviewing the last five years of published reports
from NSTA and PAEMST award finalists. These reports listed the names and schools of the
teachers of the awarded finalists. I used this information to contact teachers who met the study
criteria using their district emails. I compiled a list of 35 teachers from the NSTA and PAEMST
awardee reports after cross referencing with the National Center of Education Statistics (NCES)
Common Core Data School Search tool (2023) around their having taught at a school where
60% or more of students were identified as minority or economically disadvantaged based on
free-reduced lunch enrollment. The emails provided a research study overview, asking the
science teachers their interest to participate, and highlighting the voluntary nature of the study.
If interested, I also requested that the teachers complete a short participant questionnaire (see
Appendix B). This questionnaire asked for the participant’s name, pronouns, email preference,
number of years teaching STEM, number of years teaching students from historically
marginalized backgrounds, percentage of students underrepresented in STEM studies, and

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careers in their current classrooms, and an open response for any questions they may have had
about the study. I interviewed all of those willing to participate as the response rate was lower
than expected. The teacher interviews were conducted virtually using Zoom during the time that
was most convenient for them. The interviews took place from February 2024 until April 2024.
Each interview was 45-60 minutes in length. The Zoom interviews were recorded for
transcription purposes, as participants permitted. Participants were advised that they could
refuse to answer any questions or end the interview at any time.
I conducted one interview with each of the educator participants. Interviews were semistructured, virtual, and recorded for later transcription. These interviews were conducted at each
participant’s school during planning periods or out of school at their convenience. The
interviews were conducted in a suitable and comfortable environment, ensuring privacy. Field
notes were also taken during the interviews to record non-verbal cues and contextual
information. Data was secured on a password protected hard drive. A copy of the folder holding
recordings, transcripts and notes were stored on a password protected file on a Google drive that
was secured with multi factor authentication.
The interview protocol and participant sample questionnaire are attached in Appendices
A and B, respectively.
Data Analysis
The data analysis process involved several steps to ensure a rigorous and systematic
review of the collected data. Interviews were transcribed verbatim and the transcripts were
analyzed using thematic analysis. The process involved familiarization, coding, theme
development, and data interpretation. The following outline describes the data analysis process
for this study:

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1. Transcription: Every interview recording was transcribed by Zoom and then edited using
password-protected Otter AI to capture and edit the transcript verbatim. I also took
handwritten notes during each interview, ensuring the capture of participant’ responses,
nuances and non-verbal cues (Merriam & Tisdell, 2016). I was later able to add notes
about any nuances or non-verbal cues using Otter AI, such as one participant’s interview
disruptions and side conversations which were not part of the interview response.
2. Multiple Readings of Recordings and Transcripts: I read and reread each transcription as
well as repeatedly listened to interview recordings to comprehensively understand
meaning and check for accuracy.
3. Coding 1: I engaged in the initial coding, systematically identifying and labeling
meaningful content, and segments in the data.
4. Theme Development: I organized codes into themes connected to the research question,
capturing key concepts related to professional learning for secondary STEM educators
and science education for historically marginalized students (Braun & Clarke, 2006).
5. Data Interpretation: Analyzed relationship between themes and sub themes, explored
connections and patterns in the data. This process was interpretive, involving examining
the data in relation to the research questions and making connections to relevant
literature (Merriam & Tisdell 2016).
6. Credibility and Trustworthiness: I addressed credibility and trustworthiness by ongoing
reflexibility and member checking. This process involves reviewing the findings with
participants to validate both accuracy and authenticity of their experiences and
perspectives (Merriam & Tisdell, 2016).

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7. In order to strengthen the trustworthiness and enhance the validity of this qualitative
study, two colleagues, one a recent PhD graduate and another peer in the Global
Executive Education program, assisted with peer debriefing. "Peer debriefing involves
engaging colleagues who are not involved in the study to review and comment on the
findings. This process helps to identify potential biases and assumptions that the
researcher may not have recognized, providing an additional layer of scrutiny and
enhancing the credibility of the research." (Patton, 2015, p. 670)
8. Complete Report and Present Finding: I presented findings in the complete dissertation
that provides rich descriptions, thematic summaries linking back to the research question
and relevant literature.
The data analysis allowed the study to generate meaningful insights into elements of
professional learning that were sticky for secondary STEM educators and the instructional
practices needed to improve science learning and teaching by engaging and exciting historically
marginalized students in STEM courses.
Credibility and Trustworthiness
With qualitative research, the researcher is the main instrument, which means data
collection is based on the researcher’s “interpretation of reality” (Merriam, 2009,p. #). There are
credibility and trustworthiness concerns if not done correctly. My previous experiences as a
science teacher and professional learning provider and personal biases could affect how I
interpreted the data as the researcher. Alternatively, a benefit of being the key instrument of data
collection is that this prior experience allowed me to understand the participants’ positions and
ask probing questions that may have provided deeper understanding of the research problem.
This additional background knowledge allowed for insight that other researchers without this

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experience might not have had (Maxwell, 2013). Credibility and trustworthiness were enhanced
by identifying and considering effects of researcher biases, use of triangulation of data through
peer debriefing (Patton, 2015), and member checking (Creswell, 2014). As the researcher, I
self-reflected on the level of subjectivity and how it may or may not be affecting the
interpretation of data at multiple times throughout the study, in planning, collecting data, and
analysis of data, in order to discipline researcher subjectivity. With qualitative research relying
heavily on the researcher as the key instrument, the data analysis could be impacted by biases
due to their culture, gender, history and background (Creswell, 2014). Data was collected from
STEM educators who all taught secondary STEM courses to students underrepresented in
STEM but had moved to different positions. Including educators from eight different states, and
who all received professional learning to improve instruction, provided multiple perspectives
and enriched the study overall and presenting these results to my peers for critical feedback and
possible alternative interpretations provided a triangulation of data which in turn enhanced the
credibility and rigor of the study (Johnson & Christensen, 2015; Patton, 2015). The interviews
were recorded, and after being transcribed, were shared with participants to ensure accuracy and
meaning (Merriam, 2009). I also reached out to a few participants after drafting study findings
to discuss if the findings rang true to them. I was also looking for dependability in results, as
reliability measures. Merriam (2009) suggests that we can find reliability if when a study is
repeated under the same conditions it would result in the same results. This can be difficult to
achieve with a qualitative study with human participants as people naturally differ in thoughts,
culture, experiences, and background, and these variances make it difficult to get the same
results, even in identical experiments. With qualitative research, reliability can be found if the
findings are consistent with the data presented. Therefore, the measure is dependable (Merriam,

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2009). I aspired for internal reliability by looking for consistent themes during data analysis and
thematic coding of the responses collected from all science and math educators.
Ethics
My research involved distinguished teachers who had been awarded for their STEM
instruction and had taught students from historically marginalized backgrounds. In order to
know what elements of professional learning had a long-lasting effect on teacher practice and
student behaviors, I gathered data from multiple educators. Before participating in the study,
participants were provided with a description of the study and given the opportunity to
acknowledge they had been informed of the study’s intent, and had an opportunity to opt out of
the study, as well as a reminder that they could opt out of the study at any time during the study
(Glesne, 2011). Glesne discussed a number of ethical issues that may arise in research studies,
such as informed consent, confidentiality, and privacy. She recommended that researchers
obtain informed consent from all participants, and that they explain the purpose and scope of the
research in a clear and understandable manner. Glesne also suggested that researchers should
take steps to protect the confidentiality of participants. I ensured that in seeking participants I
informed them, at multiple phases of the study, that participation was voluntary. I ensured
confidentiality by using pseudonyms instead of teachers, schools, and organizations’ names.
Because I am working with educators, when they use students’ names or descriptions that may
have identified students, their class or school, I deidentified them in the notes and findings to
maintain confidentiality.
Further, I stored all data (video, transcripts, audio, and notes) in a locked file on a locked
computer. Any hard copies of data were secured in a locked office file cabinet. In terms of
possible harms, there was the possibility of teachers being unsure of what was effective or

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working for their students or the realization that the educator might not have been as effective
with certain instructional practices although awarded as distinguished. I am commonly hearing
of teacher fatigue and the loss of educators. I did not want any of my questions to elicit feelings
of self-doubt or diminishing self-esteem in my educator pool. As I created my research design, I
considered the metacognition load of participants in order to minimize and possibly address
those feelings.
I clarified and maintained the role of myself as a researcher and not a practitioner. I
asked educators to volunteer without pressure or possible enticement by incentives. For teachers
that opted to be interviewed, I sent a thank you email after the study was complete with the
finished dissertation. I have had many educational experiences that vary across grade level,
leadership, and platform. As a Professional Learning Director, I have worked with various
teams from research departments, with web platform creators, editorial and marketing teams, as
well as school district customers. We are constantly making claims on “what works” and luckily
not too many districts have asked “how do you know?” This study provided needed knowledge
to support what learning sticks for secondary STEM teachers and instructional practices that
educate, excite, and engage underrepresented students in STEM studies and careers.
Role of Researcher
I care deeply about the quality of professional learning provided to teachers and how we
meet the needs of the students and teachers that need it the most. STEM education is very
important to me as I was one of the underrepresented students turned away from pursuing a
career in engineering by a teacher who did not know better. I am always searching for ways to
improve what we offer teachers and students and how we can support educators in improving
their instructional practices.

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In this study, my role as the researcher was that of an active listener, interviewer and
interpreter. I maintained a reflexive stance, acknowledging my own biases and values to
minimize potentially influencing data collection and analysis. I strived to establish rapport and
trust with participants, maintain a respectful and empathetic approach throughout the research
process. As Creswell (2014) explains, establishing trust is essential for participants to feel safe
sharing perspectives and experiences. As the researcher, I was responsible for effectively
communicating research findings, ensuring charity and cohesiveness in the report. I maintained
a reflexive stance throughout the study, openly acknowledging my bias and potential influence
on the research process. By documenting my reflexivity in the research, others can evaluate the
potential impact of my biases and judge the objectivity and trustworthiness of the findings
(Maxwell, 2013).
Conclusion
This chapter presented the methodology for this qualitative study that explored the
elements of professional learning for distinguished secondary STEM educators that were most
influential in producing change in instructional practice, benefiting students from historically
marginalized backgrounds. Additionally, the study identified the instructional practices that
distinguished teachers used to excite and engage secondary STEM students who are
underrepresented in STEM studies and careers. The research design, sampling procedures, data
collection methods, and data analysis techniques were described in detail. Additionally, the
credibility and trustworthiness, and ethical considerations of the study were discussed in their
application in professional learning contexts. The next chapter will present the findings of the
study.
Chapter Four: Findings

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The purpose of this qualitative study was to understand the instructional practices
secondary Science, Technology, Engineering and Mathematics (STEM) teachers employed in
their classrooms, leading to their identification as distinguished teachers, and the aspects of
professional learning (PL) they engaged in that were most sticky for them—learning experiences
that they perceived as sticking beyond the day of training and having a long term positive
impact on their teaching practices for students from historically marginalized background. This
study aimed to bridge the gap in literature between best practices of STEM teachers and the best
practices of professional learning opportunities. The findings from this study can support
initiatives to further effective secondary STEM instructional practices for students traditionally
underrepresented in STEM studies and careers. The study can also support the identification of
professional learning practices that are inclusive of the needs of secondary STEM teachers who
teach students from historically marginalized backgrounds. Furthermore, the findings can
provide guidance to school leadership about the professional learning components and
structures that are most beneficial to their staff, helping to build teacher capacity and possibly
improve retention.
This chapter explores the perspectives of distinguished STEM secondary teachers,
uncovering the formal and informal experiences that have shaped their successful instructional
practices.
The research questions that guided the study are:
1. What instructional practices do distinguished secondary STEM teachers implement in
their classrooms to educate and excite underrepresented students in STEM studies and
careers?

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2. What experiences have best prepared distinguished secondary STEM teachers to
implement effective instructional practices for students from historically marginalized
backgrounds?
3. What professional learning experiences have distinguished STEM teachers engaged in
that (STICK or are STICKY) for themselves and their students?
Overview of Study Participants
Eight participants were identified for this study. Following IRB approval, I collected
names of secondary teachers awarded the Presidential Awards for Excellence in Mathematics
and Science Teaching (PAEMST) or National Science Teachers Association’s (NSTA) annual
distinguished teacher awards published on both the National Science Foundation (NSF) and the
NSTA websites and compiled a list of teacher emails who taught in schools with more than 60%
minority or economically-disadvantaged based on free-reduced lunch enrollment. I emailed the
list of 35 teachers who fit the study parameters and were awarded as a distinguished teacher
within the last five years. The recruitment email provided information about the research study
(research questions and participant criteria) and, if they agreed to participate, it also included an
embedded survey link to gather pre-interview information and a link to my appointment
calendar to schedule their interview at their convenience. Nine participants responded to
requests for participants and completed the pre-interview survey, and eight of the nine
scheduled interviews to participate in the research interviews. Participants were all from
different states and regions around the USA as shown in Figure 9 below. The map shows states
participants taught when awarded a distinguished educator award. As of 2024, all participants
resided in the same state they were awarded in.

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Figure 9
Mapped Location of Study Participants
Figure 9 shows participants' locations around the United States, with participants in the study
living in California, Missouri, Mississippi, Tennessee, Illinois, Florida, North Carolina, and
Washington, D.C. I reached out to several other awarded teachers in Colorado, Kansas, Texas,
New Mexico, Arizona, and New York, but 19 did not respond and four expressed they did not
have the time to participate. Three awarded teachers responded they no longer met the criteria
of the study. One awarded teacher expressed discomfort with the study topic.
Table 5 shows additional demographic information about the study participants. Seven
participants identified as female, and one identified as male. In an effort to interview more male
teachers, I reached out again to several other male educators who met the criteria, but none
agreed to participate. Five of the eight participants identified as a race underrepresented in
STEM studies and careers. Seven of the educators taught secondary science, and one educator

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taught primarily secondary math. Five of the eight participants were no longer classroom
teachers. Three of those five educators who were previously teachers were currently in district
leadership positions. One educator taught science-based electives and served as a team
specialist, and one educator taught at the tertiary level, leading a college nature program for
secondary and tertiary students. The participants’ total years of experience teaching
underrepresented students ranged from 4 years to 26 years. The average length of time teaching
this demographic was 12.7 years. Pseudonyms were used to protect participant identity and
confidentiality. None of the participants were currently teaching in the school they worked at
when awarded the PAEST or NSTA award.
Table 5
Pseudonyms and Background Information on Participants
Pseudonym* Award Gender Identify as Race that
is underrepresented
in STEM studies
and careers
Location Current role # Years teaching
secondary
students
underrepresented
in STEM
Number
years
teaching
Ruth NSTA F Yes California Teacher 5 13
Kizzmekia NSTA F Yes Illinois Lead Teacher 15 22
Mary PAEMST F No Missouri District
Technology
Specialist
10 17
Timnit PAEMST M No Florida Teacher 27 28
Sarah PAEMST F Yes Mississippi Teacher 2 13
Donna PAEMST F No Tennessee Adjunct
Professor
26 26
Paula NSTA F Yes North
Carolina
Facilitator 12 21
Ashanti PAEMST F Yes Washington
DC
District Specialist 10 10
*Pseudonym chosen by my daughters, Ava and Khloe, from a list they researched of Black women in STEM
Five educators received the PAEMST award, a nomination process that measures
teacher effectiveness by applicants providing evidence of deep content knowledge, exemplary

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pedagogical skills, student assessment expertise, reflective teaching, and leadership that results
in improved student learning and results in recognition of teaching prestige from the National
Science Foundation on behalf of the White House Office of Science and Technology policy.
The award, given out annually, includes a $10,000 award. Three educators received the NSTA
Shell Urban Science Educator award. NSTA is a well-known organization for excellence in
science education. As I reviewed names of NSTA awarded teachers, many of the educators who
worked in schools where 60% of students were from historically marginalized backgrounds
received the Urban Science award. To apply for the award, teachers needed to have taught
science for five years and could self-nominate or be nominated by a colleague or administrator.
NSTA-awarded teachers receive stipends to attend the national conference, ongoing
professional learning supports, and the opportunity to present during the conference.
Findings
Across the study interviews, two to three key findings emerged for each research
question, as included in Table 6. The distinguished educators shared their own experiences as
secondary students, their experiences in their classrooms, and their experiences with
professional learning. They discussed their most effective strategies, such as collaboration,
hands-on inquiry-based learning, and using relevant and relatable content for exciting students
traditionally underrepresented in STEM to study and pursue STEM careers. They also shared
the importance of introducing diverse leaders in STEM careers and the importance of student
voice and identity. They also detailed the types of professional learning that positively affected
their teaching, the limited professional learning experiences they had within their context of
teaching STEM subjects to underrepresented students, and the need to trust teachers to learn
through informal experiences. The findings from Research Question 3 blended seamlessly with

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the findings from Research Question 2 as participants shared experiences that they found sticky
while discussing the various PL experiences they had.
Table 6
Study Findings
Findings
RQ 1:
Effective Practices
1.1: Use of collaboration,
hands-on practices, and
relevant and relatable
content are essential
practices
1.2: Introduction of
other diverse leaders in
STEM careers is critical
1.3: Importance of
student voice and
student identity
RQ 2:
Participants’ PL
Experiences
2.1 All teacher participants
engaged in professional
learning experiences
regularly and could
highlight 1-3 programs that
positively impacted their
teaching practices for
students underrepresented
in STEM
2.2 Limited
professional learning
experiences within their
context of teaching
science to
underrepresented
students
2.3 Trust your teachers:
importance of informal
learning
RQ 3:
What was STICKY
for a long lasting
impact?
3.1 Sticky PL practices:
sustained, teacher agency,
situated within context
3.2 Need for time, mental support, and work-life
balance in order to be able to engage with sticky
PL and transfer learning back to their classrooms
Research Question 1: What Instructional Practices Do Distinguished Secondary Science
Teachers Implement in Their Classrooms to Educate and Excite Underrepresented
Students in STEM Studies and Careers?
This research question aimed to better understand what STEM instructional practices
participants, as highly awarded STEM teachers, implemented in their classrooms that helped
their students achieve in science and math studies. The question explored what instructional
strategies, programs or practices may have led to increased STEM interest and performance for

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historically marginalized students who are underrepresented in STEM studies and careers. As
educators were asked about the classroom environment they provided, instructional practices
they implemented when awarded, and how their practices have changed since starting their
educational journeys, three major themes emerged: (1) Use of collaboration, hands-on/inquiry
learning, and making the content relevant and relatable are essential practices; (2) Introduction
of diverse leaders in STEM careers is critical; and (3) The importance of student voice and
STEM-learner identity. Table 7 shows the strategies mentioned most during participants’
responses to Research Question 1 interview questions.
Table 7
Findings for Research Question 1: Frequency of Teachers’ Strategies for Exciting and
Engaging Students Historically Underrepresented in STEM
Participants
and Topics
Discussed
HandsOn/
Inquiry
based
Collaboration
/ StudentDriven
Project/
Problem
based
Student
Voice
STEM
Learner
Identity
Diversity in
STEM Careers
Instruction
Ruth, NSTA X X X X X
Kizzmekia,
NSTA
X X X X X
Mary,
PAEMST
X X X X X StepUp
Timnit,
PAEMST
X Constructivist X X X Scientists
Spotlight
Sarah,
PAEMST
X X X X
Donna,
PAEMST
X X X X X HHMI Bio
Interactive
Paula, NSTA X X X X X
Ashanti,
PAEMST
X X X X X
X = mentioned as an effective practice

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Use of Collaboration, Hands-on Practices, and Relevant and Relatable Content Are
Essential Practices That Excite and Engage Students From Historically Marginalized
Communities Who Are Underrepresented in STEM
The educators interviewed were forthcoming about the practices they employed in their
classrooms. The interview focused on practices that the participants perceived were effective in
moving the needle for all their students. When asked about specific strategies that worked best
for students underrepresented in STEM careers that fully engaged them in the disciplinary
content, collaboration, hands on, and practices focused on making the content relevant and
relatable emerged as most critical. The importance of collaboration emerged as participants
described their student grouping, classroom arrangements, and lesson planning considerations.
Eight of the educators discussed inquiry-based learning strategies and collaboration during their
interviews. All eight participants shared how impactful hands-on materials and labs were to
meeting the needs of students. In order to truly make an impact for students underrepresented in
STEM studies and careers, the participants stated that these labs and hands-on activities have to
be related to their lives and allow students underrepresented in STEM to make a connection to
the real world. Making the content relevant and relatable was shared in every interview about
their best practices, specifically for underrepresented students.
Collaboration
Collaboration, student discourse, and groups co-creating and completing work together
were highlighted in every interview. All eight of the educators identified these practices as
crucial to content engagement for students underrepresented in STEM studies and careers.
Participants described their room configuration as it helped encourage collaboration. As an
example of a collaborative classroom, Mary shared how she arranged tables so that her physics

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and chemistry students “were in groups, like little small pods, no more than four to a desk.
Usually, I have six pods of four. And then I rotate the people in the pod, every unit so that they
work with someone new,” helping “encourage student inquiry and collaboration.” Ashanti also
expressed the importance of collaborative experiences helping students determine their learner
identity. She shared, “I try to make as many collaborative experiences as possible for students to
get to know one another. Also trying to pull out their learner identity, through conversations
through reading, a lot of discussing the content, a lot of games, lots of experiences like going on
trips to observe and to see careers in action.” She also detailed how the classroom set up
supported collaborative learning, “I tried to do a lot of U shaped designs. So people can see
each other's faces.”
When asked to describe his classroom environment, Timnit first highlighted his focus on
collaboration and discourse. He also stressed the importance of a joyful and interactive
classroom. He labeled his class a “joyful dictatorship.” Asked to explain further, Timnit
described the classroom as “his room” full of his personality. His 90 minutes of instruction
consisted of him talking for a bit, while students took notes, and then the whole class doing
something collaborative which he described as “A lot of conversation, a lot of discourse. But a
very focused pathway that I control and regulate.” He added that “Collaboration is purposeful,
something that cannot be completed alone, but is tied to the lecture and lab components.”
Timnit also connected his classroom teaching to constructivist teaching, encouraging students to
collectively create knowledge and collectively engage in the science and engineering practices.
Ashanti also discussed how collaboration helps students underrepresented in STEM cocreate understanding and address misconceptions and best usage of tools. She shared, “Knowing
that they're not choosing the best tool, and let them just struggle with that, and then finding

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somebody else that's doing it and saying, like, hey, go talk to them and show them what you
did.” Paula agreed with Ashanti that labs and collaborative groups drove her underrepresented
students' engagement and excitement. She shared:
Labs and Groups! With my students, the way I teach is always building from each
other, and working together as long as everybody's participating. And I set up the rules
for everybody to participate and monitor to make sure that they're doing that.”.
Paula also mentioned the need for collaboration prompts to be included in the lesson.
Turn and Talk, also known as Think-Pair Share, mentioned by four of the study’s participants,
is a collaborative discussion strategy meant to allow students time to formulate their individual
thoughts about a topic or prompt before pairing with a classmate to share their thoughts and
wonderings (Lyman, 1981). Paula detailed how she used protocols and rubrics for think-pairshare work which helped with engagement but also allowed students from underrepresented
groups to bring their voice into the classroom, stating,
Think-pair-share allows every student to speak, making sure that kids take turns talking.
And in that time, I found that to be very helpful for the historically underrepresented
group, and at least get their voice heard within that group, small group, and then if they
don't share out, at least they've shared with someone.
Table 8 shows additional excerpts from participant interviews around the importance of
collaboration.
Table 8
Participants' Views on Collaboration
The collaboration piece is so important, so there's a lot of parts to think-pair-share. Talking with one
another, talking in a group obviously, also, not always just doing think-pair-share because the kids
get tired of it. It is good, like, to have a predictable path like predictable protocol, but also just doing
some things that are engaging. (Mary)

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Co-creation really deepens their understanding and it happens by letting them communicate with
each other. (Ashanti)
In the beginning, we take notes and hang out and then we're going to do something collaborative.
So, it's a pretty traditional classroom of lecture and lab. Collaborative work, but I'm not a big fan of
collaborative work for the sake of collaborative work. You know, I need the tasks to be something
that an individual can't do alone, that they need the group for. So, I will use group work and
collaborative learning, but purposefully. (Timnit)
There'd be a question labeled within after we did our presentation, asking them to Turn and Talk to
their partner about how's this? Like, how's this groundwater affected if there's a drought, you know,
really taking in the sea. So, the turn and talk opportunity is already built in there, and it made me
stop. Because sometimes I will forget to stop myself because I'd be so into it. Okay then we take the
collaboration further, let's talk how to, what did we come up with, we work it out together. (Paula)
I prompt them to do it. So, I did turn and shoulder partner talk, a whole lot of share outs, and whole
class discussion (Donna)
Table 8 includes references to think-pair-share or turn and talk as discussed during
participant interviews. All eight participants shared that collaboration, for some driven by
classroom arrangement and for others collaborative strategies built into the lesson through
Think-Pair-Share prompts, class discussions, or group activities, had proven effective for
engaging and exciting students underrepresented in STEM.
Hands On and Doing the Science
Hands-on exploration in the secondary STEM classroom has been widely researched to
improve student engagement as well as learning and motivation (D’Angelo et al., 2016; Larmer,
et al, 2015), and it was a prevalent finding in all eight interviews. Kizzmekia shared the
importance of having students “do the science” with simulations, science arguments, and
actually DOING the science for her students. Paula also emphasized the importance of hands-on
learning in the classroom. Paula shared that the focus was never just on scientific facts but on
the act of trial and error through hands-on activities to encourage student engagement in
projects and allowing students to choose topics aligned with their passions or interests to

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explore, create models, posters, and presentations to showcase their learning. The former middle
school, now high school, principal, said, “You have to engage the students, always doing
something hands-on with them. And they're always learning and they're always active. And we
need that here, in this high school, because all they're getting is book book book book book.”
She continued, “I’ve always said that's not how you learn science. Books can be the support -
support based on something. But that's not how you learn science. You learn science by doing
science -by the trial and error of everything.” Mary also mentioned the importance of tying the
use of labs to hands-on doing the science. She described labs as one of the most impactful
practices for building interest in STEM for underrepresented students. Mary defined her labs as
“A lab is like a collective experience for the students within the class that everyone gets to
experience in order to make sure they understand and build that community.” Labs,
demonstrations, inquiry lab model videos and lab report analysis were additional activities Mary
used in her classroom for content-rich group hands-on activities where she looked for
opportunities to highlight rich conversations. Mary emphasized, “I love labs. The best thing
about teaching science is that a lab is a collective experience for the students that everyone gets
to experience in order to make sure they understand and build that community.” Labs and other
inquiry-based activities were highlighted in other interviews as well. At the same time, Ruth
discussed the cost of using labs and other hands-on materials, and how the cost of materials can
be a barrier to Black and Brown students not having exposure to certain experiences. She
shared,
I was awarded $5,000 each year to put materials in my classroom just to be able to
actually do all the science that people were talking about. Fetal pigs ain’t cheap, frogs
ain’t cheap. I think those are also the experiences that our Black and Brown kids don't

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get to have. They don't get to do the hands-on things. A lot of times, they're in the Title 1
schools, and they have a $2 budget, and you cannot actually be a scientist unless you
have materials. And so, I think, for me, that was most important was I'm getting
materials in kids hands {from this PD}.
Timnit shared his socially constructivist view early in his interview as describing his
classroom. He explained he is “predominantly inquiry-based when we get into the lab. I work
from a very social constructivist viewpoint. So, we are going to collectively create knowledge
over the course of the 90 minutes that we're together.” Adding another perspective, when asked
to describe her classroom environment, Donna, who works primarily with high school and
college students, said she believes in direct instruction, lecturing, and having students take
notes. She suggested engaging students in hands-on activities such as research, cocreation of
vocabulary, science facts/terms sort activities, labs, investigative activities and experiments
were important strategies for engaging and exciting underrepresented students, but Donna also
mentioned the lack of control that often prevents educators from doing this:
I've always taught students by mentoring them and engaging them in scientific research.
And I have found that other science teachers feel inhibited and feel that they can't do
that, because it is, you lose a little control. And…they feel they don't have the
knowledge level to do it, and they don't want to lose control. I've had a high school
student do research using AI, he created using machine learning, and he created a
program that would identify fish in our stream, I'm like, I can identify the fish in the
stream, but I have no idea what he's doing, I can mentor him in doing it- in the process
of science and let him run with it. I don't have to have that control. It's fine that he

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knows more about that than me. But I find that all educators don't feel a comfort level
with that.
Donna expressed some educators’ hesitancy with hands-on activities, and her process for being
ok with not having complete control and being the only knowledge-holder. Something very
similar to what Ashanti shared about “co creating knowledge,” and both Ashanti and Paula
acknowledged, was the importance in “allowing students to lead.” Donna’s connection of
extending from hands-on and lab-based to the Science and Engineering Practices (SEPs) as a
foundation of her classroom instruction was the only time the SEPs were mentioned. Ashanti,
who is a secondary math teacher, mentioned the Standards for Math Practice (MPs/SMPs)
which are the math-equivalent of the SEPs. Donna shared the need for project-based learning in
each unit which could also take the form of poetry, writing samples, or art as an approach to
teaching science, emphasizing creativity and student interests. By introducing different types of
projects, she hoped to provide pathways of success for students who might not be science
inclined. An interesting connection was made between Donna, who primarily worked with
upper class high school students and college students, and Kizzmekia who worked at the lowerend of secondary science, with both educators mentioning the need for integrating subjects in
order to help students connect to the content.
Hands-on learning provides students underrepresented in STEM careers and studies the
opportunity to do the science. Doing the science and math through labs, experiential learning,
research, as well as making connections to other content areas such as arithmetic, writing and
reading, were strategies that proved to engage and excite this study’s participants’ students.
Relevant and Relatable

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The interviewees also stated that making STEM content relevant and relatable to
students’ real-life experiences was vital for engagement and achievement of underrepresented
students in STEM studies and careers. The words relevant and relatable were used consistently
by the participants, although the two terms are not interchangeable. Both terms relevant
(connected to students' real life, lived experiences) and relatable (connected to students interests
or other areas of studies) were given equal importance as necessary in STEM instruction for
underrepresented students. Kizzmekia used problem-based learning approaches in her
classroom to allow her students to make real world connections while learning new content. She
discussed focusing on problem-based learning through her curriculum. Kizzmekia shared how
field trips and getting students out of the classroom supported making the content real and
relevant to them:
I try to expose them to multiple things, including field trips. Field experiences are really
important for our kids. We assume that they've been to the amusement park for Physics
Day. So, it's important that we take our kids to physics at Six Flags because they can say
‘Hey, This is what we've learned in class, in person.’ Like there's a roller coaster, you
know, some have never seen that. These are real world connections.
Paula further suggested how she prioritized connecting course content to real-life
situations for her learners, because she was finding students had a disconnect about why the
content mattered:
Making those connections for them of what is happening is real. Like, how is this going
to help me down the line? You get tired of kids, saying, Well, why do I have to learn
this? You know, sometimes you gotta learn because you gotta learn it. We're gonna learn

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how it's useful for what we're doing. I have planned it to get students to understand the
aspects of how science fits into their life.
Ruth also discussed giving the content meaning and making it relevant and relatable by
making it matter by infusing human-centric practices. She shared making connections, stating,
My instructional practices have gotten more and more human-centric, humanitycentered as we go on. I say less and less about “can you give me an equation” but more
about, “what does this mean in your everyday realm? Or what does this mean if you can
apply this tool to the community? So for instance, with middle school, it was first
around, what are genetics? What is Punnett Square? And now it's, well, let's talk about
the mortality and death rates of like Black and Latino women.
All eight participants discussed the necessity of getting to know their students in order to know
what would be relevant and relatable to them in order to excite and engage them in the STEM
content. Paula shared an experience she had returning to the classroom from the Kennan
Fellowship, and how she changed the activity to fit her students’ interests, and, by allowing
them to “drive” it, they were able to learn even more during the lesson. Participants also
discussed knowing, respecting, and being open to your students’ community and
acknowledging differences in students' language in order to provide students who are
historically underrepresented with lesson content that is relevant or relatable. Ashanti shared
how this is ongoing learning and work to make sure content is relevant and relatable as she
learned a great deal about the differences across the Diaspora and within Black and Brown
communities based on lived experiences:
I really began to see how different Black people are from each other. Okay, there were a
lot of folks from the islands or different places, and our values weren't always the same.

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And even my closest friends, I learned from them and visiting their families and where
they're from, that also influenced the way I approach learning myself, but also, working
with students.
Relevancy in science education addresses why the content matters to students.
Relatedness emerged in many different ways in the findings: how does the content relate to
students; how do students relate to the content and how do the teachers relate to students to
understand how to plan for relevancy and relatedness within the content to engage and excite
underrepresented students? Paula shared the story of being able to relate to a student named
“Sarah” who was a top-performing student week-over-week, and, one day, she failed an
assessment. Due to Paula’s experiences with professional learning, she knew she needed to
figure out what went wrong. Paula went to her student and as she started to have the
conversation, she noticed her student Sianna had these beautiful braids. She related,
She tells me that she had gotten them the night before and she shares she was still
feeling badly. So, I let her retake the whole thing and she was so happy and she came
back and asked ‘Could you talk to Mr. Market because I failed his test the same day.’ I
realized I would have to explain the cultural significance of ‘A Black Girl and Her
Braids’ to him, but I did and thankfully I have a good relationship with that teacher that
allowed her to retake her test. But I needed to explain that cultural difference to him as
well as understanding she might need a few days to truly recover.
Paula also discussed the need for understanding and connecting with the community in order to
be able to relate to students who are underrepresented in STEM and how building relationships
with students and their community are essential practices for engagement:

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I would love to have more of that connection to the community. Like, how do we
engage with parents, and families and the community from whence our kids come from?
How do we become a part of all that? I want those teacher specialists, predominantly,
you know, our White female teachers. They need to see it more than anybody. To some
of these parents, schools are a social trauma. So, you're asking them to come back to
where they've had traumatic experiences, in a good number of them because of racism.
We're not understanding that.
This idea of school being a historical source of harm for families appears in other
interviews as well and will be revisited in this chapter. Relevance and relatability also reoccur
during the findings of student voice and identity. The idea of school being a source of harm
appeared in other findings from these interviews and will be explored deeper through findings
about the professional learning support teacher received and what the distinguished participants
felt was sticky in the professional learning experiences they’ve had, and what they would need
more of.
In answering Research Question 1: What instructional practices do distinguished
secondary STEM teachers implement in their classrooms to educate and excite underrepresented
students in STEM studies and careers, the findings were that: (1) Use Of Collaboration
Strategies, (2) Hands On/ Inquiry Based Activities; and (3) Making Learning Relevant And
Relatable are strategies that all go hand in hand to build the engagement and excitement of
students typically underrepresented in STEM studies and careers.
Enhancing Student Agency So Their Voice and STEM Learner Identity Can Emerge
The second finding that emerged as distinguished secondary STEM educators discussed
strategies to excite and engage students underrepresented in STEM careers and studies was the

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importance of voice and learner identity. Participants discussed multiple factors associated with
the importance of student voice, learner identity, and agency, such as making room for student
voice, the importance of STEM learner identity, social justice and the critical topic of exposure.
Student Voice
Student Agency is defined as giving students the opportunity to make purposeful choices
and use their voice to express their interests and needs (Samman & Santos, 2019). When
participants discussed student voice, they expressed the importance of allowing more student
talk and building an environment wherein students felt comfortable sharing their thoughts, even
if it was just with a small group or one peer. Mary expressed, “With historically
underrepresented students, doing things that would bring out their voice is important.” Mary
even mentioned engaging students outside of the classroom, such as the use of discussion
boards for out of class student discourse, which allowed students often quiet in class to share
their perspective on their own terms. She explained, “The quietest kids that don't talk in class
suddenly are like really contributing to the discussion board, or have really thoughtful
questions. I was always amazed by that.” Ruth also discussed student voice in relation to
engagement in the lesson. As she described her room design, she shared her dislike with being
up at the board and instead preferred “giving them voice back” as a move to combat oppression.
She said “giving voice back is the opposite of oppression, right is that freedom and people's
ability to speak, empower themselves, engage as a community.”
Ashanti took the idea of prioritizing student voice and discussed engaging and exciting
students by encouraging the Standards for Math Practices (SMPs) focused on critiquing,
justifying and reasoning- both their own and the ideas of others. Both Ashanti and Ruth
discussed the idea of student voice as a strategy that takes the teacher from being the source of

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learning or the Sage on the Stage. This also appeared in Paula’s interview where she discussed
providing guidance to teachers: ``If y'all do not stop and do a check in to see if these kids are
getting it! Because that teacher talking, talking, talking doesn't work.”
Timnit further highlighted the importance of talking to students who said they were not
doing well in other classes because there was not an opportunity to “put their voices into those
classes.” He shared how obtaining his Masters in Education allowed him to gain pedagogical
knowledge to be “cognizant of voice.” He shared his experience of a student conversation about
student voice, code switching, and the realization of the drain not being your authentic self puts
on students:
I was not an undergrad education major. So, I never read bell hooks. I never read Paulo
Freire. I never read any of those groundbreaking kinds of pedagogical powerhouses.
Grad school was a big shift for me- a huge lightbulb for me. So, when I came back into
the classroom after that, I think I was very cognizant of voice. I remember 10-12, maybe
15 years ago, I had two African American girls that would eat in my classroom during
lunch. I remember I overheard her say something about her bad grades in some other
courses. And I said ‘How? you're a straight A student for me, I just assumed you were
everywhere.’ And then the two of them started talking to each other, with me kind of
eavesdropping, and they said the distinction was that they didn't feel that they had a way
to put their voice into those other classrooms. And that struck me very hard. But since
that conversation, actually, I brought in one of my good colleagues who teaches AP
Calculus, she was an African American woman. And I said, I need you to sit in on a
conversation with me and these two girls, and I need you to be there to kind of make
sense of this with me. So, we talked about voice and tone and code switching and all of

114
that stuff that they were having to do that I didn't realize they had to do -that much effort
in the day. So, I think now I'm very, very cognizant of opening space for everybody's
voice to be there.
Participants shared the importance of students' voices and the various ways this appears
in classroom instruction in order to excite and engage underrepresented students in STEM
careers and studies. Allowing students to bring their voice into class provided opportunities for
students to express aspects of their STEM learner identity and make choices that impacted how
they learned and engaged in the content, which will be explored next.
STEM Learner Identity
Participants discussed learner identity in terms of planning to let students explore and
find their learner identity, and addressing the different identities in their classes. Paula also
connected using collaborative experiences and letting student voices take precedence (including
opportunities for competition) so that students had the opportunity to identify themselves as
leaders, stating,
Whenever we do things, I just want them to lead each other. And you'll see at different
points who the leaders are. I want them working together, I want them leading each
other. And that's the hardest part. I learned to back away, like, watch them struggle,
don't step in, and just let them do it, you'll be surprised at who rises up to the occasion, is
the leader in the group, and it changes based on what the topic is. So that student
unexpectedly speaks up and they're like, Okay, this is how we solved this problem. And
everybody's first surprised, like, Wait, you're taking the lead, and then they follow? Aha!
That's the environment I want for them to have as they learn.

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Ruth discussed how she creates lessons where students envision themselves as scientists,
sharing that in her classroom “They get to be scientists. They're challenging themselves,
they're delving in, and they're really getting to be scientists. They're the ones asking questions,
they're the ones driving.” Timnit also discussed the importance of underrepresented students
envisioning themselves as the doers of science as he shared, “One of the things they talked
about was the concept of visualizing. Students visualizing themselves in the field that you're
talking about. So yes, I think several of my students could visualize themselves being successful
in my classroom. But do they visualize themselves being successful in science?” These findings
relate to students seeing themselves as something: a leader, scientist, successful in science.
Another poignant point that emerged in discussions about student identity was giving the space
for students to build their personal identity as well as their STEM identity. Ruth shared a
frustration with balancing the two concepts:
You know, this year, I have middle schoolers, who are in a $30,000 a year private
school. And at the end of the day, it's not about being Black and White, it's about green,
or no green, and they all have green. So, they wouldn't even be able to tell you if they're
Black and White, I have kids that say like, a mix, or I don't really know my identity. And
so there's never enough time to both build identity and build academic identity as well.
As secondary teachers, this is a stage where students go through significant changes that might
impact their identity—both self- identity and learner identity. Taking inventory of who their
students are, study participants were able to plan instruction that engaged and excited
underrepresented secondary students in their STEM courses. Recognizing and making room for
student voice and identity were very important strategies that emerged in the findings. With the

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strategies to make learning relevant and relatable, and respect to student voice and identity,
another theme emerged: Social Justice.
Social Justice
The importance of embedding tenets of social justice into the content was a finding that
emerged from four participants: Ashanti, Paula, Ruth, and Donna. Ruth, in discussing the joy
her middle schoolers have, discussed her ability to have certain social justice in science
conversations with them due to being from a more liberal city, with liberal families as a part of
their identity. Paula also mentioned a shift towards social justice as she teaches science to
students from historically marginalized communities. She shared,
I am moving more toward that social justice in Science as well. And in teaching with
underrepresented students, that really grew a great deal. And even when we did our cell
phone study—looking at mining, how the phone parts are mined in the Congo, and how
the children that are affected in the Congo by that to this day. I remember one kid,
looking at his phone, flipping it over and over on his desk, and just staring at his phone
knowing where what had happened. And so that's when you know, you had this impact
on them when that happens. Going that route of project-based and problem-based
learning, and moving into social justice and how science works through that was an
important practice for my underrepresented students.
Donna further shared an example of her work to embed social justice in STEM teaching,
sharing how her district worked to improve Advanced Placement (AP) inclusion for students
underrepresented in STEM as a measure of school success, and how it bothered her that she did
not have representation in her AP courses:

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One of my biggest strategies is directly inviting. I saw these underrepresented students
that you're describing in my regular classes, I did not see them in my advanced
placement classes. And I did not like that. And it wasn't anything intentional that the
school was doing, it absolutely was not. But they also were not doing anything
intentional to address it. I'm so grateful that our state actually came up with some
statewide policy. I don't think it was their intention, but the way it worded it, it turned
out to be, in my opinion, a beneficial thing that we were supposed to take the initiative
that if a child was capable of honors or AP level that it wasn't just oh, maybe their parent
would know to sign up for it. Now there has to be an effort to reach out to them or the
parent to sign up for it.
Social Justice being integrated in STEM courses was identified as a strategy for
engagement and excitement for students underrepresented in STEM studies and careers.
Donna’s comments on directly inviting students and her reasoning for why lead to another
finding from the interview: the importance of exposure.
Exposure
In the context of this study, exposure refers to the opportunities students have to engage
with STEM subjects through access to various experiences, activities, and resources (National
Research Council, 2011; PCAST, 2010). Connected to her goal for improving access to AP
courses for underrepresented students, Donna connected her own experience during high school
and her family's lack of exposure and knowing what her pathway options were. Although she is
a White woman, she did not have the exposure to college or to pursuing a STEM focus in
college prior to attending and did not know she qualified for scholarships, even as a top
graduate from a low-income family. She shared,

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I am an Appalachian person. My mother did not know how to navigate a school system.
She did not feel comfortable coming onto the property of a school system. And I went
through the same school system I taught at, and I happened into these honors classes. I
didn't even know I was going to college. And I was in these honors classes in high
school. And the other kids were asking me, where are you going to college? And I said, I
don't know. I guess I figured out how to go to college. No one ever approached me and I
graduated among the top in my class. No one at my school ever came and said you could
get a scholarship to go to college, because of your family's income, you could get a full
ride. I did not know that. So, I looked at how much it cost. I said, Okay, I'll figure all this
out. I worked full time when I was a senior in high school because I knew I needed to
have a certain amount of money to start to pay for my college. And then I worked full
time the whole way through college. And then later I found out because of my ACT
score, I could have gotten a full ride because of my income.
Teachers also discussed the benefits of exposure in supporting students in making a
connection with the content and deepening the learning experience. Kizzmekia made the point,
“Exposure, exposure exposure! Exposure for our children, and experience for kids, to help them
to be able to touch on some of these things that they normally wouldn't have been exposed to.”
Ruth agreed that exposure is needed, especially for AI and coding. She said students “need to be
exposed to coding specifically, and that skill is set outside of just your regular science and
math.” Exposure was mentioned throughout the interviews, in some cases participants
connected it to all three research questions in this study. Exposure was an element of
instructional practice that distinguished secondary STEM teachers found to engage and excite
historically excluded students. Participants shared the importance of exposure in helping

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students acknowledge who they are as a student, find their voice, and use that self-confidence as
a learner to critically engage in STEM learning.
Introduction of Other Diverse Leaders in STEM Careers and Introduction to Diverse
Career Pathways is Critical
While participants shared many strategies for exciting and engaging underrepresented
students in STEM content, all participants shared the necessity for strong career pathway
programs in middle and high school STEM courses. The study participants introduced students
to the many career pathways through programs, speakers or classroom hands-on activities.
Experiential projects and research projects were frequently mentioned as effective ways to
expose students to STEM careers. Donna shared how she had her high school students design
and conduct their own scientific research with some presenting at state and national science
symposiums. She also connected students' research with industry partners and professionals like
the forest service and fish and wildlife services to expose them to STEM careers. A common
reflection among the participants was inadequate guidance on potential majors and the diversity
of majors in STEM fields. Six educators reflected on the lack of career education and the need
for better information of the options students have, especially those underrepresented in STEM
studies and careers.
Donna shared her current experience working with high school seniors and freshman
science majors:
At the high school level, we do not do a good job teaching them about careers at all. And
I see this more than ever, now that I'm at a four-year college, and I'm getting these
freshmen and they have these thoughts. They don't even know about environmental
science, because most high schools don't even offer it. And so they don't know, they

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don't have a clue. So high school in general does not do a good job with any kind of
career, in my opinion.
Participants also reflected on the need for more representatives in STEM instructional
materials, videos and instructional examples of diverse leaders in STEM careers. Paula shared,
“Where do we get more modern examples of Hispanic excellence and black excellence? In
putting those in the forefront, we don't have the history ourselves to really gauge the
importance. We're so lacking in understanding, and we don't have a global view.” Ashanti
further expressed that, “students who are underrepresented in STEM careers and studies need to
experience shadowing of different fields.” Similar to Ruth’s assigning scientist learner identities
to her students, Ashanti assigned careers for students to consider problems within their content.
She shared,
I name the identity that I wanted the students to practice wearing. So, for example, I
would say, today, you are a data scientist. And this is your perspective. And when you
do this, I really want you to reflect on why it is important for you as a Black male, to
have this job, given what we know about the communities that are going to be
experiencing this route change. [This allowed them] to internalize it as they’re being
engaged in representing it.
Career pathway exploration gives students another level of exposure that can excite and
engage them in STEM learning. Ruth spoke very clearly about the importance of this: “It's
about exposure, you know, you don't walk a path that you don't see lit, you don't, you know, go
down a path you haven't seen before. So I think, for me, exposure is so key that I give them that
opportunity to see what kind of careers are even out there.” Ruth shared her practice of using
the Myers Briggs Personality survey to have students explore careers similar to their interests.

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Her activity “gives 16 different options, minimally, that they present to their peers. Someone
might want to work as a zoologist photographer and take pictures of endangered species, or as
part of the conservation efforts.” Kizzmekia also discussed the need for exposure and the
benefits of field trips where multiple STEM careers are explored,
I try to expose them to multiple things, including field trips. Field experiences are really
important for our kids. If we take them to a play—having them meet the people who did
the props, a person that's the sound engineer comes out with the headphones on and
introduced them, so just kind of getting them interested that way.
The importance of exposure to multiple careers appeared across the interviews. In
agreement with the experiences from Ruth, Paula shared the story of a student who wanted to
study meteorology but did not want to be in front of a camera. Because of this, the student
thought they could not study meteorology or atmospheric studies. Paula explained the
importance of diverse leaders in STEM careers and introduction to diverse career pathways
when she highlighted,
Talk to those underrepresented groups. You want to tell them about the opportunities
that they have. A lot of times teaching STEM and underrepresented groups, they don't
know their options. I had one of the news anchors, the meteorologist from the local news
come talk to the students about meteorology. And I had a student that shared that he is
really interested in meteorology, but does not want to be on the air. The meteorologists
listed like six or seven careers that he could be a meteorologist and not be on the air. He
was so excited. That's something that's key: there's other ways you can do certain things.
There's other alternatives.

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Paula further shared how the government is getting involved in recruiting People of
Color in STEM careers because the gaps from misunderstanding cultural issues as STEM
innovations are being developed are causing security risks “because it takes all types to solve
the problems and to see where the issues lie. And understanding culture is so important.”
Mary was the only participant to detail the formal careers program she used in her
classroom. She learned about the Step Up (Supporting Teachers to Encourage the Pursuit of
Undergraduate Physics) program when attending a conference and became an ambassador for
the organization. The curriculum program has several lessons that, after surveying students on
their interests and values, provides them with a list of various careers aligned with a Physics
degree. She detailed her career program below:
When I became a Step Up ambassador, that's where [my focus on] careers in physics
came about, because they already had preset lessons about physics careers. So, the first
in this kind of sequence to get underrepresented, minority or underrepresented people
more interested in physics. Some careers aren't always what you think with a physics
major. There was a person who is like a YouTube videographer. And so that really
spoke to the kids because they want to work with content. Serious physics majors who
became business analysts. So they saw just because you have a major that doesn't dictate
one career.
Mary also discussed how the curriculum program addresses why diversity is needed in Physics.
She shared the initial difficulty in teaching this but used the disparities to engage and excite
students in STEM careers. She shared,
We looked at data, graphs of the number of women who are in physics and number of
women versus men or number of different underrepresented minorities and what does

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that mean for the profession. What if you Google, you know, famous physicists: Who
are the top people that appear for you? And is that really fair? That was uncomfortable
for me at first. After a while with practice and anticipating what the kids would ask or
question, it became a little bit easier. But that was like another lesson to tie into why it is
important to have diverse voices within the science careers.
Sarah also shared how she embedded career exploration within each unit to engage and excite
underrepresented students in STEM studies and careers. She shared,
We always get the “ I'm not gonna use this in real life.” So, we'll get into some real-life
scenarios. We were talking about genetics. I said if you want to look at a karyotype, this is the
job that goes along with doing karyotypes. And so, then we'll do a small case study on a
different career that goes with every topic. So, with every unit, there is a career that's tied to it,
because what everybody automatically thinks is that if you like science, you become a doctor.
They don't know that all these other jobs that you can get that's related to what they might like
to do. I try to throw in different, less explored careers. Like, yeah, you can be a park ranger or
something else, you don't have to go into medicine or only anything medical.
Timnit similarly shared, “Our classrooms can either function as speed bumps or on
ramps, to the science profession,” yet he acknowledged that gaps persist in his coverage of
diverse STEM leaders and careers. He explained,
I am cognizant that most of my textbooks and most of the conversations we have in
class are not about African American scientists, and I'm trying to fix that, as much as I
can. Do my students visualize themselves being successful in science careers? And so I
brought that into the classroom, a great website called Scientists Spotlight. Scientist
Spotlight is really good, you can go there and go, I need an environmentalist female of

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color. And they're all existing scientists, with big budget labs. We're not looking at some
ancient person long ago, it's current people. So, I've tried to inject those as much as I can
in my classroom..
Careers and diversity in STEM careers were seen as important topics in study
participants’ classrooms and covered in varying degrees. Three of the participants worked in
schools with a STEM focus, and two participants spoke about having career studies embedded
in their curriculum or units of study. Exploration of student career interests and related STEM
careers was discussed as crucial by all of the participants. At the same time, participants
reflected on the lack of career education and the need for better exposure of the options students
have, especially those underrepresented in STEM studies and careers.
Summary of Findings for Research Question 1
Research Question 1 focused on the practices distinguished educators found to excite
and engage students who are underrepresented in STEM studies and careers. The findings
unearthed three key findings around their instructional practices:
1. Use of collaboration, hands-on inquiry-based activities, and relevant and relatable
content are essential practices that engage and excite underrepresented students.
2. Student voice and STEM learner identity needs to be unlocked in the classroom.
3. Introduction to diverse STEM careers and career pathways is crucial.
Unpacking each finding provided rich descriptions and interesting connections between
experiences from participants, each rewarded for their secondary instruction while working in
classes where the majority of students were underrepresented in STEM studies and careers.
Through findings around student voice and learner identity, connections can be made to the

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findings of collaboration and relevance and relatable. Student voice and identity are significant
in exciting and engaging students who are underrepresented.
Research Question 2: What Experiences Have Best Prepared Distinguished Secondary
STEM Teachers to Implement Effective Instructional Practices for Students from
Historically Marginalized Backgrounds?
The second research question delved into the experiences that the distinguished
secondary STEM teachers perceived as best equipping them to implement effective
instructional practices for students from historically marginalized backgrounds in STEM.
Ensuring equitable access to quality STEM education for all students necessitates understanding
the unique experiences and preparation needed to effectively teach students from historically
marginalized backgrounds. For Research Question 2, interview questions asked about the type
of professional learning they experienced to prepare them to be distinguished teachers, what
made it beneficial, and if they received PL specifically for teaching STEM content to students
underrepresented in STEM studies and careers. Participants shared the professional learning
experiences and helpful programs that directly improved their teaching, but many did not have
professional learning that was contextual and specifically addressed their needs for teaching
secondary STEM content to students underrepresented in STEM studies and careers. To
understand what prepared these educators to teach students, the study explored the professional
learning opportunities that contributed to their success. Three key findings emerged: (1) All of
the participants engaged in some form of professional learning and could identify 1-3 programs
that positively impacted their teaching practices, BUT, (2) Professional learning within
educators’ context of teaching science to students underrepresented in STEM studies and

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careers was rare; and (3) Trust teachers to find the informal learning needed, they will learn
what's needed, either through experience or teacher mentorship.
Below, these findings are conceptualized, leveraging information from participants to
gain a deeper understanding of their professional learning experiences that helped them learn
the effective practices they used to engage and excite students underrepresented in STEM
studies and careers.
Teachers Engaged in Professional Learning Experiences Regularly and Could Highlight 1-
3 Programs That Positively Impacted Their Teaching Practices
All teachers could share a professional learning experience that they felt prepared them
to implement effective instructional practices for students from historically marginalized
populations. All eight shared that they received multiple types of professional learning
experiences held in person, virtually, or asynchronously. Participants gained their teaching
strategies through a combination of professional learning experiences that included workshops,
conferences, job-embedded coaching and sustained development programs. Table 9 shows the
types of professional learning experiences that participants attended during their teaching career
that led to them gaining effective strategies to employ in their classrooms.
Table 9
Types of Professional Learning Participants Have Experienced
Pseudonym &
Award
Conferences Job Embedded /
Coaching
Curriculum/
Professional Learning
Companies
District
Provided
Fellowships or
Educator
Programs
Ruth, NSTA x x x x Kizzmekia, NSTA x x x x Mary, PAEMST x x x x x Timnit, PAEMST x x x Sarah, PAEMST x x Donna, PAEMST x x x x Paula, NSTA x x x x x Ashanti, PAEMST x x

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Conferences
Conferences were referenced by five of the participants as providing professional
learning that positively impacted their teaching practices. Mary shared she loved “going to
conferences to learn,” and her attendance at a physics conference led to her learning about the
STEP UP program and to her eventually becoming an ambassador and presenting for the
company. Kizzmekia similarly shared, “You can get a lot from a conference. I just went to
IDEAcon. It was amazing! Conferences are great because they give you a variety of learning on
demand.” Donna also stated the benefits in attending conferences, and like Mary, began
working for one of the science education programs she learned about at a conference:
I go to conferences, even if I have to pay for them, because often that is the case. Now
that I'm with HHMI Bio Interactive, I present at conferences, and I have done that for
some time, and they pay me to go, but honestly, even if they didn't, I'd pay for it. It's
worth it.
Participants spoke of conferences as a source of learning and networking as well. They
described them as places where educators can increase their skills but also offered the
opportunity to get ahead if you made the right connections. Paula, for example, shared the
advancement offered to her from conference attendance, “I started off going to the conferences.
That was one of the things you start off with, basic conferences, then you start presenting at the
conferences, and letting people share out there. And then you get involved in organizations.”
Curriculum/Professional Learning Provider Experiences
Six of the eight participants discussed attending professional learning experiences that
came from curriculum companies or professional learning providers and enhanced their
teaching practices. Ruth shared experiences she had from Khan Academy and PheT Simulation

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companies. She enjoyed the professional development because it came from “the forerunners
that have been doing that work, bringing computer-based technology for students long before
the pandemic,” and she appreciated that they “have sustainable and repeatable structures that I
use in my class, to make it more autonomous.” The interviews brought forward that both
Timnit and Donna were HHMI Bio Interactive Ambassadors. Timnit shared,
The experience at HHMI is probably perfect, in my opinion. It was in a group, it was
live, it was asynchronous, it had all the components. They gave you plenty of time to
think on your own before you were put into a room to have these conversations. I think
that is important. Because I think if you're showing up at a PD and sitting down in the
cafeteria, and all of a sudden we're going to talk about DEI, that's scary...Whereas when
we were in HHMI, they said, okay, next week, we're going to tackle hard ideas with
each other. To get ready, read the following things. So, I think it was prepping a safe
place for us to admit racism, just to admit it, and go, I don't know what to do in my
classroom… So, creating that safe place was super critical.
Kizzmekia further mentioned her district implementing a curriculum program that was
critical to her underrepresented students, as it focused on inquiry and problem-based learning.
She shared that the program had many components, and “curriculum provider professional
learning was essential in order to implement it.”
District Provided PL Experiences
All eight participants expressed they attended district-provided PL. Mary discussed in
school versus out of school time professional learning and the impact of that on students. She
shared how earlier in her career, professional development was typically over the summer and
paid. More recently,

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I've done professional development, like one day workshops in the workshop district.
They started pulling you out during school time and provided subs as well. And you
didn't get paid because you're being paid during school hours, but they paid for your sub.
And I didn't like that model…For someone who loves learning, that doesn't help because
not only am I being pulled away from my students, I feel like I fall behind with my
students. Yes, I can maybe get a Physics professional sub, although unlikely. But it's still
not the same experience. It's just you miss that time.
Mary began discussing how district professional learning opportunities took away time from the
classroom and interrupted instruction and student learning. Timnit was similarly forthcoming
with his disappointment with district-provided PL options. He expressed,
99% of the PD orchestrated by the district is bad. I mean, not bad, just safe and generic.
I think the places where I get pushed the most are when I'm around other veteran, high
flying educators. When I'm in my PLC with an AP biology teacher in the marine
sciences, we can kick our feet up. And I think those are just as powerful if not more
powerful than some of the more traditional PD.
Sarah also discussed her district providing PLC structures around book studies and
whole school PD sessions that were not always applicable to her needs. In contrast, Ashanti
discussed learning labs offered by her district as positively impacting her teaching practice. She
described, “The district had these just like learning labs across the city. And they were in the
evening, and you could kind of pick a topic and just go and you show up.” Her district learning
labs were structured as topic-focused workshops based on 1-3 focus areas.
Fellowships and Partnerships

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Six of the eight participants discussed a fellowship or educator program they credited
with learning strategies for engaging or exciting underrepresented students in STEM. All of the
PAEMST awardees became part of a fellowship that provided additional learning support
throughout their teaching career. Sarah reflected on the support they provide,
With winning the presidential award, they provide monthly webinars on different topics.
So that has been an invaluable resource just from having that. They send out the
messages letting us know all the optional topics we can attend. I get to choose which one
I want to do. And I also did Teach Plus, I did that for the admit cohort for a year, and
they would have webinars once a month as well. And they would bring in different
professionals to talk to us about different things. And so that was also very important:
choices.
Ashanti also discussed the extra supports given from her program, Teach for America, a
national teacher corps program that prepares citizens to teach in public schools in areas of need.
Ashanti shared that, “As part of that training, you had to do this extra class your first year of
teaching that provided strategies for teaching students underrepresented in STEM fields.”
While many of the participants were in fellowships or educator programs, Paula summed up the
importance of joining organizations that offer PL, as the long-term engagement provided
opportunities to connect with “communities of practice” and addressed her underrepresented
students’ needs. She shared,
If you're really trying to implement a form of change, you need those longer term ones.
So, joining those organizations, for example, I was a CSLA Science Leadership fellow.
And we'd meet up three or four times a year to actually exchange stories, we'd be
exchanging stories and practices, and then checking in and connecting like, Oh, hey,

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there's a grant, you might be interested in doing this. So really getting to hone down on
personally what I was interested in, but also what my underrepresented students needed
at the time.
Regarding the types of PL encounters, participants gained skills needed for engaging and
exciting students largely from conferences, STEM curriculum providers and professional
learning providers, and fellowships and educational programs.
Even Though Highly Awarded, Secondary Teachers Have Limited Professional Learning
Experiences Within Their Context of Teaching STEM To Underrepresented Students
One of the questions asked of participants was if they have had professional learning
explicitly related to teaching underrepresented STEM students, and, if so, what type of PL they
experienced. As shown in Table 10, only three participants had received professional learning
that was presented in the context of their roles as educators of students from historically
marginalized backgrounds who are underrepresented in STEM studies and careers.
Table 10
Participant Responses When Asked If They Received Pl About Teaching Underrepresented
Students
Pseudonym & Award Have you received PL related to teaching students underrepresented
in STEM studies and careers within your context?
Ruth, NSTA No
Kizzmekia, NSTA Yes , many, but noted Coding for Girls Program
Mary, PAEMST Yes, as part of the Step Up for Physics
Timnit, PAEMST No, and not when needed it most
Sarah, PAEMST No
Donna, PAEMST No
Paula, NSTA No
Ashanti, PAEMST Yes, as a part of her teaching corps training

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Kizzmekia shared that her Coding for Girls PL was fun as it taught her to “make coding
sexy. Make it Pink. Make it Fun,” and she took that back to her classroom as she got the girls
names embroidered in pink on robotics club jackets and tried other strategies to keep girls
engaged in the after school robotics and coding club. Paula shared that she did not receive
formal PL within her context of teaching STEM to underrepresented students- unless discussing
the short asynchronous courses that did not require her viewing in order to pass the follow-up
quizzes. She said, “No, no, no. I mean, if you count your mandated 15-minute cultural stupid
videos. I don’t even watch anymore, just go straight to the quiz. Never directly related to
science. So that's one of the things I really wish could be done.” Ruth also shared that she did
not receive that type of PL but had presented on it and even authored a book about making
Physics accessible to underrepresented students. She shared,
No, and it's an interesting thing. I’ve been part of several professional developments.
And I think all of them are either about training teachers of Color, teachers from
underrepresented spaces, or science in general. And I think we're just starting the wave
right now—we're on the precipice of you know, most PD, integrating identity of
students and integrating cultural awareness.
Ruth then described an experience she had with the Knowles fellowship where her identity was
vaguely covered, and her own identity and engagement was overlooked. She shared,
Earlier that day, I had a bad experience being pulled over by a cop. And so that whole
professional development was really triggering. The teacher told me, hey, we noticed
you haven't been engaging, it's a bad reflection, something kind of chastising. And you
don't see again, the one Black woman in this room, who's having a tough day, who

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actually can speak to identity, but we're gonna we're gonna have all the White fragility
in the world and talk about Albert Einstein, you're not gonna get into the real pieces,,
and so the fact that those two things are still separate right now, teaching STEM and
teaching kids of Color are still separate is the problem.
Timnit, interestingly, shared his needs for professional learning within the context of
teaching STEM to underrepresented students were immediate, but he was unsure if he knew
what he needed or would be able to digest the learning and accept realizations about racism that
would be necessary. He stated,
When I was in my 20s, I wasn't comfortable having these conversations. But I am now at
50+. I do think that my PD needs were very different…Back then, I had a GIANT
problem to solve. And it got solved over years through studying, grad work, and moving
and teaching other places. But it didn't get solved from PD. It didn't get solved in PL. I
didn't have a structure to figure that out. My PD was Miss B down the hallway holding
court. I mean, looking at her and going, “Okay, that's where I want to be.” So yeah, I
think definitely, there was a need, but it never got addressed formally. Those
conversations were not happening at all. No one was there to push me or challenge me
to have those conversations. The assumption was that you'll be fine.
Sarah agreed with Timnit on the lack of professional development here, and options to attend
professional learning about representation, race, or STEM. She stated,
No, I was on a panel about it for NSTA a couple of years ago, on the different ways I
incorporate technology to address representation. I can’t say that I received one that was
specifically geared towards teaching science to [underrepresented students]. I can't

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recall. I know that it gets touched on, but I just don't recall. Actually, if I did, it wasn't
memorable, because I don't recall so….
Ashanti, similarly, could recall one PL session but said it was “not necessarily content
specific, but was specific to how you interact with Black boys on how to analyze music lyrics,”
and Timnit also said that “the short, one day, two hour after school PD was tokenistic that
doesn't solve it didn't solve an existing problem.” The findings, when asked about if they
received PL specifically addressing their context of teaching STEM to students
underrepresented in STEM, were interesting as they showed that most of the participants did not
receive any PL in this area, and, to the extent they did, culturally responsive or DEI PL often
was generic and did not address teaching secondary STEM students.
PL Needs for Teachers Who Teach Historically Marginalized Students in STEM Content
Areas are Different
Another question asked to participants was “Do you feel teachers of marginalized
students need alternative or different PL experiences than educators with students who have
equal representation, and why or why not?” This question is significant because given many
participants did not receive PL within their context of instruction, could they have different
needs that professional learning providers are not aware of?
Kizzmekia, although she did receive professional learning about coding for Brown girls,
said “Yes!” teachers of students underrepresented in STEM need different PL. She explained,
I feel like a lot of times these things are great, but do they fit our community? And that's
always one of the main things for me. Because I want to see my Black and Brown babies
doing these things. And knowing that our community, socioeconomically disadvantaged,
and our students are academically, not saying that they're not there, because I got some

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kids reading three and four grade levels ahead there. But the problem is, we have such a
very wide gap. And it's like, okay, this is a great model, but how does it work for us?
Mary agreed about the need for PL to be relatable and relevant to teachers, especially
those teaching underrepresented students. but she was not sure of how. She knew the needs of
teachers were different, “like most adult learners,” and “an elementary versus the middle school
teacher versus a high school teacher, they have different needs for professional development.”
She also shared that “teachers of underrepresented students won't listen to professional
developers who haven't had that kind of experience or are not as willing to listen because often
times, they'll say, Oh, well, this doesn't apply to me.” and “teachers want to hear from someone
who's had that experience, so that they know that they've actually been in their shoes.” Mary
also mentioned if “it doesn't apply to my curriculum or to the students that I have, because my
students are even lower, like at a lower reading level, for example, while you're presenting,
teachers won’t buy in.”
Ashanti added to this thinking of relevancy and “knowing your audience,” and added
that the reason teachers of students from historically marginalized backgrounds have different
needs for PL is because of the harm that can be further perpetuated against these students with
critical needs. She said,
You know, we can do more harm to students than we think. And so we need
professional development that allows us to name race in situations, like very explicitly,
through the lens at which we look at data, or even outside of content. Our pedagogy, just
like every interaction is racialized. Like, it just is. So, I really think that professional
development does need to be different. Because I think that there's more at stake when
it's not.

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Ashanti added another dimension related to school staff. Different considerations should be
made to address the staff demographics because “school makeup matters.” If school staff is all
Black or more diverse culturally with mostly underrepresented students, she said,
There's different types of healing that is necessary different types of conversations,
different things that you need to not repeat, harm, different things that you have to do for
your own identity, but space to be able to process that part of you and also recognize the
differences, as well as celebrating and acknowledges the similarities in Black people is
important, even geographically Just naming, recognize and make space, to celebrate
understand race.
When Timnit answered this question, he reflected on the needs of his early years teaching, 20
years ago. When he began teaching the focus was on formative assessment and other “district
little checkboxes.” He shared,
I was worried about the nuts and bolts of the room, I should not have been worried about
any of that. Because none of that was happening anyway, because I didn't know how to
talk in front of that group of underrepresented students. The time that I needed PL {for
teaching STEM to underrepresented students} the most, was the time that I probably
wasn't ready for it. I feel comfortable wrestling with it, admitting mistakes and fumbling
here and finding joy in the process, but back then [as a beginning teacher] I would have
been very intimidated.
Sarah, also shared the need for different PL by comparing it to her first year being the minority
in her school. Her first district was majority Black and Brown students, so she spoke of how PL
can provide reflective practices in order to address potential biases (Khalifa, 2020),

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Yes, my first year in this new district was my first time being a minority and the
majority of my kids didn't look like me. I was terrified. I figured out that kids are kids
right or wrong but I can imagine how a White teacher went into our school where all
your kids are Black like that would be a lot- so I had to learn different ways to connect.
Regardless, there needs to be some type of cultural professional, like you need to know
these different things, different people to make sure you don't have any implicit biases,
or at least that you recognize them and begin to recognize your own. I think there needs
to be training, as far as that's concerned, and then even when it comes to socioeconomic
things, there needs to be training within that, because, you may walk into a specific area
and automatically assume, and then, you're putting extra stress on homeless kids. So, I
definitely think that it needs to be tailored towards where you are.
Although the study participants had all been awarded some of the top honors as STEM
teachers, they largely did not learn their effective instructional practices for underrepresented
students from their professional learning experiences. They also acknowledged that they have
different needs from PL for their students as the needs of educators of marginalized students
have other considerations outside of PL focused on content.
Trust Your Teachers: Importance of Informal Learning
Another finding that emerged throughout the interviews was the idea of informal
learning often being the best learning experience. This included informal learning from other
teachers, whether through teacher mentorship programs, planning sessions or discussions,
teacher conversations throughout the week, and learning from their students. Ruth expressed,
“Yall [Students] Learn and I Learn.” Participants suggested the need to trust your teachers to
learn through the process of self-reflection, teacher mentors, and what they learn from their

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students. Paula shared the values of learning through book studies with diverse groups of
teachers and how white teachers can reflect on their practices with Black students as could
Black educators. She shared,
If you've only had exposure to your main people for your career, you definitely need
something different. Because you need to be able to gain that different perspective and
how it translates in your classroom. And how you see something is not how the other
person sees something. Our first book is always White fragility, always, and it's so
interesting to see our White teachers start to understand where some of their flaws are.
And, they really start this self awakening, ‘I didn't know I was doing that. I didn't see
that? You know, and I've had this experience and where they fail, I caused harm. I didn't
mean to.’ So that something has to be differentiated.
Timnit further expressed that while he was not comfortable having certain conversations about
race and how to get his students underrepresented in STEM engaged and excited during his first
years teaching, he didn’t solve this issue through PL. Instead, he relied on other teachers,
modeling his practices after them and refining and honing his instructional practices over the
course of his career.
I cried. I cried in the parking lot every day during lunch. I mean, I was clueless. For the
first two years, I was teaching as I was taught. And I was not taught in that context. But
that first year, I did not know how People of Color might experience the curriculum and
my teaching differently than what I thought in my head. I was a good nerdy, quiet kid, I
would have written down whatever you had taught me and I would memorize it and go
home. And my ways of doing schooling and the kids there at that school, their ways of
doing schooling were different. And I didn't realize that. I didn't have any experience

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with that, prior to that, to that moment of walking in that first year and going, Hey, this
is very different from where I went to school. And the conversations are different. Not in
a bad or a good way, just different.
Timnit shared how he learned over the years, but how his saving grace was a Black teacher who
had taught for a while. He said,
An older African American woman who had taught for a million years was down the
hall, and I watched her hold court. That's what I called it, she held court with a big,
loving, huge personality. And so, I will never forget her influence just to show me how
to be a person and that environment and not be so rigid. She showed me kind of how to
relax into it. So, she was my saving grace that first year.
Ashanti similarly shared her experience as a beginning teacher, being grateful for the support of
other teachers who stopped her from using outdated materials or those unaligned with the
standards. She shared,
Even though I had all those PL supports, I was doing things that were not aligned to
grade level. I didn't know that the materials that they were giving me to use were not
nearly on grade level in terms of like, what was shifting for assessments, etc. I was
pulling books out of abandoned classrooms. It was talking to other teachers, where I
realized, oh my goodness, I can't do this. I can't give that because it's not part of this
grade level. I had to learn what was appropriate and what wasn't appropriate from my
peer teachers.
Ruth agreed with Ashanti about the importance of informal learning from other teachers,
“Sometimes it's validating because it's like, okay, I'm doing that, too. Or even to hear someone
else say, oh, well, I'm struggling with how to do this. So, I'm trying to figure out how to do this.

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I was like, ‘Okay, I'm not alone.’” Paula also shared that some things cannot be taught by PL.
Some practices, most needed for students underrepresented in STEM studies, rely on teacher
reflection and self-study. She shared, “Have you trained someone in a culture? At some point, it
needs to be self-study, if given time to be immersed in a culture.”
As participants shared the experiences they had with PL, they clarified that the informal
learning experiences were just as valuable as more formal types of professional learning. Most
of the informal learning experiences participants mentioned included discussions with or
observations of their peer teachers and self-reflection around their day-to-day experiences with
their students.
Research Question 2 Summary of Findings
Research Question 2 focused on the professional learning experiences of distinguished
educators that led to the practices that were found to excite and engage their students who were
underrepresented in STEM studies and careers. The findings unearthed three key findings
around their instructional practices:
1. All participants engaged in different types of professional learning experiences and
could identify 1-3 programs that positively impacted their teaching practices. But,
2. Even though they had been awarded for their teaching of students underrepresented in
STEM, many participants had not received professional learning particular to this
teaching context.
3. Importance of informal learning.
Unpacking each finding provided rich descriptions and interesting connections between
experiences from participants, rewarded for their secondary instruction while working in classes
where the majority of students were underrepresented in STEM studies and careers. Educators

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experienced a variety of professional learning such as conferences, PL provided by curriculum
or professional learning providers, fellowships or education programs and district provided. The
structure of district PL emerged as a possible hindrance for educators when it occurred during
the school day and impacted student instruction. Many participants had not received PL within
their teaching context of teaching secondary science to students who had historically been
excluded from STEM content, and there was a strong undercurrent within each discussion that
something critical was missing. Table 11 summarizes the formal and informal PL participants
received as well as the most impactful programs mentioned.
Table 11
Overview of the PL Participants Found to Improve Practices Used to Excite and Engage
Students Underrepresented in STEM
Participants and
Topics Discussed
Conferences District
Provided
PL
Helpful Programs Mentioned the
Importance of
Informal Learning
from Another
Teacher/ Mentor
Ruth, NSTA x x Physics For All, Phet Simulations, Khan Academy,
Knowles Fellowship, Black Teacher Project
X
Kizzmekia, NSTA x x MakerSpace,
Illinois Digital Education Alliance -IDEAcon
SEPUP: Science Education for Public
Understanding Program
Mary, PAEMST x x Universal Design Learning,
Step Up for Physics Ambassador
X
Timnit, PAEMST x Howard Hughes Medical Institute- science
education ambassador, Scientist Spotlight resources
X
Sarah, PAEMST x AP College Board PD, TeachPlus, PAEMST
webinars,
X
Donna, PAEMST x x Howard Hughes Medical Institute (HHMI) Bio
Interactive ambassador,
Tennessee Science Teachers Association,
National Science Teachers Association member
X
Paula, NSTA x x CSLA Science Leadership, Kennan Fellowship

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Ashanti, PAEMST x Evening Learning Labs, Teach For America
Supports
X
Research Question 3: What Professional Learning Experiences Have Distinguished
STEM Teachers Engaged in That STICK or are STICKY
for Themselves and Their Students?
The third research question sought to explore the critical factors of professional learning
that proved sticky with teachers who taught students underrepresented in STEM studies and
careers. The word sticky in this research means the learning stuck with participants long after
the service delivery, enough to positively impact their strategies to excite and engage their
students. Key questions were: “What PL practices stuck with you after the session to positively
impact your teaching of students from historically marginalized backgrounds?”; “What PL
experiences would you have liked to have more opportunities to engage with?”; and, “Describe
a connection you made in the classroom from one of your PL Experiences. Can you describe a
moment your learning was translated into action?” When asked these questions, participants
shared what proved sticky from PL for teachers working with students underrepresented in
STEM studies and careers as well as what did not. Two findings emerged: (1) Characteristics of
Sticky Professional Learning and (2) Addressing Teachers’ needs (for time, mental support and
work-life balance) in order to truly engage with and transfer sticky PL as detailed in Table 12.
Table 12
Research Question 3 Findings
RQ 3 Findings:
What was STICKY for a long lasting impact?

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3.1 Sticky PL practices: Sustained
Interactive Applicable
Teacher Agency and Voice
Situated within Context and Content
Opportunities for Networking and Idea Sharing
3.2 Address Teachers Needs: so educators
can engage with sticky PL and transfer learning
back to their classrooms
Need for Protected Time
Need for Mental Support
Need for Work-life Balance
Characteristics of Sticky Professional Learning
As participants were interviewed, several characteristics of professional learning that
proved sticky emerged: sustained learning, interactive and applicable, teacher agency and voice,
situated within context, and opportunities for long-term teacher networking. All of the teachers
stated that to make professional learning sticky, they wanted school administrators and PL
providers to know their needs and, when making decisions about professional learning, to listen
to teachers and, if possible, allow teachers to be involved in the decision making about the
offered professional learning.
Sustained Learning
Professional learning that was sustained proved sticky for educators who worked with
students underrepresented in STEM studies and careers. Six of the participants mentioned the
need for professional learning to last more than one session. The continuity of learning allowed
for absorbing the new learning, and reflection on implementation of new practices. Ruth
believed a consistent coaching model for professional learning is important to monitoring
growth. She stated,

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One, the coaching model is a consistent model. The idea that teachers can just take
something in one day and then leave it alone, it's the same thing as one would say
doesn’t work for a student. You're not going to teach a student how to do division in one
day, and then drop it for the rest of the school year. So, a consistent coaching model is
really nice, because there's continuity, there's the ability to metastasize your growth and
just keep a pulse of what's happening.
Paula also said the most sticky are “Those longer term ones, to where you had that opportunity
to actually talk to those communities of practice.” She added the one-day sessions have a
purpose, but the ability to network and build relationships from sustained PL sessions
encouraged the long-lasting learning, and for that learning to stick. She expanded on the need to
not only engage in PL over time, but also to engage over time with people who are not within
your own district, or even in your own state. She explained, “The ‘one and dones’ were great for
ideas, but I really needed to be where I could talk to them, I could follow up with them, I could
connect with them.” Timnit, when explaining his HHMI Bio Interactive experience, similarly
explained what is most needed and would be most sticky for him is “sustained, well-funded and
myopic in focus-Addressing underrepresentation in science education at the high school level.”
He shared,
So that experience at bio interactive was sustained. That was like several years, and we
would go a week during the summer and have several meetings during the year up in
DC, very well-funded. So, this was funded, sustained, and myopic in focus, how do we
address underrepresentation in science ed in high school level? That was the most
powerful for me.

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Sustained learning is significant to professional learning stickiness and stronger implementation
as educators are able to process new learning and how it fits within their context and content. It
also provides the opportunity for educators to try new strategies and adjust to best meet the
needs of their students. Educators who teach students from underserved communities need
multiple opportunities to try new strategies and see which are most impactful and work the best
for their students. Professional learning that is sustained and well-funded provides this
opportunity.
Interactive, Applicable
The need for professional learning to be interactive and applicable to be sticky was
evident in all eight participant interviews. All participants mentioned some variation of “show
me how to” in terms of lesson demonstrations, classroom videos and actual lab and classroom
materials onsite. Ruth added that PL is a one-day experience having tangible lessons or
activities they can experience firsthand and immediately implement in their classrooms is
important. She shared,
In one PD, we just blew bubbles in a glass and watched the PAs change. And I had
never done that in my nine years teaching, and I said I'm taking that home tomorrow. PD
should actually do the best practices of having teachers be students. Unfortunately, most
PDs are so lecture based and so boring and so slideshow driven, that it's really a waste of
time. Unfortunately, it's just nothing that you can retain.
Kizzmekia similarly spoke about professional learning stickiness and the need to get
hands on, get dirty. She said, “They [Students] don't like to be lectured at and neither do we so
when I think about professional learning, I like professional learning to give me some time to
really put my hands in digging, get dirty and experience some new learning.” Interactive

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learning embedded within professional learning is crucial for providing educators with an
example of how the new learning can be adapted and implemented in their classroom. By
“getting their hands dirty,” educators are given the opportunity to become familiar with the
student experience and the outcomes that are hoped for when best practices are implemented. It
also provides the opportunity to try a strategy, lesson or concept before teaching it in front of a
class of students. Sarah agreed with the need to actually demonstrate, not just talk about the
learning, and raised an important point about the need to be cognizant of school budgets. Sarah
stated about sticky PL, “We always talk about the hands on and how they need to be doing this,
but it's normally just talked about, and it's not actually demonstrated, or in a way that is cost
effective. So that it's equitable, because not everybody has the same resources.” Sarah
emphasized that PL providers should not model learning activities using materials not easily
accessible to educators. That would be similar to attending a cooking class with restaurant grade
mixers and kitchen machinery and being expected to replicate the recipe identically in your
home kitchen. As suggested by the study participants, being mindful of equity in resources is
crucial when designing professional learning that is interactive and applicable.
Teacher Agency and Voice Lead To Greater Stickiness
Another aspect of PL that made it sticky was found to be the level of teacher voice and
agency applied. Participants shared if teachers are voicing a need or interest, via surveys or
administration conversations, and if teachers have a choice in attendance, they buy in and their
willingness to apply the new learning - stickiness- is much stronger than when one or both of
these components are missing. All eight participants mentioned the value in teacher feedback
with professional learning, prior to support delivery. Sarah shared,

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Listen to your teachers! We’re in the room. Teachers are the experts on what's needed. If
your teachers are telling you, we don't need this same professional development, again,
it's not helping me, then find out from them, go to them and find out what they need.
And let them know and listen to them and make them feel valued. Don't treat teachers
like they don't know what they're doing. Treat them like professionals.
Ruth also agreed that “if you give teachers the funding, you don't need to problem solve
for them, if you just give them the capacity to solve their own problems, they will.” Timnit
added that along with allowing teachers to voice what they need, what benefits them, and what
may support their understanding, they also need leadership and teachers to hear from students.
Student voices could provide invaluable information leading teachers to realize that their
professional learning needs differ. Four of the participants discussed the difference of PL that is
cookie cutter versus the learning that integrates teacher voices and experiences into the learning.
All participants mentioned the need for teacher agency and being able to choose the PL topics
they feel will improve their instruction and fit their needs. Two participants also shared the need
for PL that fits within their schedule, meaning educators have the autonomy to select the PL
topics that are important or needed and the ability to schedule PL when educators are ready to
receive it.
Situated Within Context
All participants mentioned the stickiest PL is situated within their teaching context, their
student population and their STEM content, and most stated they attended PL where this did
NOT happen. Donna described a PL experience where schools brought in consultants who did
not “learn about our situation” and the professional development was just not aligned with the
teachers’ needs, leading to the facilitator being “a deer in headlights whenever a teacher asked a

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question because it was off the script of what administrators wanted to be covered.” Related,
Sarah shared the suggestion that PL providers survey teachers ahead of sessions, “Before you
go, if you're coming in, maybe reach out to, you know, do a survey or something before you get
there, to see what the interests and needs are.” Mary mirrored similar sentiments when she
stated, “Facilitators need to have the experience. If you have the experience, I feel like it gives
you more credibility as a professional learning provider who's giving the development. And also
I would want them to definitely know about the school and the students.” Ruth highlighted the
importance of learning not only content but context within professional learning experiences for
teachers of underrepresented students. She shared,
Instead of talking about content, it was very much context oriented, Identity Oriented.
Naming these things are so powerful—microaggressions, what was triggering, what
does the cycle of a microaggression look like? How do you advocate for your students?
Maybe with metrics, you know, you take your gradebook, you take some work in the
gradebook, and ask, Why are all the Black men failing in your class, that's a problem.
Empower teachers to name different types of oppression, understand the systems that
we're in, and really skilled themselves and remind black teachers of how much work
they're doing in the classroom.
Six of the participants discussed pre-work necessary for PL presenters, such as reaching out
prior to professional learning delivery to know more about the audience. Sarah explained,
If you're coming in, maybe reach out to do a survey or something before you get there,
to see what the interests and needs are. And don't just come in with the cookie cutter PD
that you do it every single school that you go to, because what they needed in Utah may
not be what we needed. And teachers can tell when it's cookie cutter, so it doesn't

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resonate, or it doesn't relate to the needs in that particular area. At least do the research
before the PD, understand that you have to tailor it in some way to the actual needs of
that community or that school district that you're going into, make it a little bit more
personalized.
This need for personalization echoes the sentiments of educators’ instructional practices
needing to be relevant and relatable to students. Every participant affirmed that secondary
STEM teachers of students from historically marginalized communities require differentiated
professional learning. Timnit added that PL presenters need to situate the learning about DEI
practices to the use in the secondary science classroom. He stated, “I didn't want to just talk
about DEI issues. I don't want a broad conversation of why it's important. I got that. I need to
know what it looks like in a secondary science classroom. Not K 12.” He continued to discuss
the need to specify even more by region, and type of schools, a skill that requires preparation
and customization. He stated,
The more specific you can make it to the subject that I teach the better. Secondary
science is not all the same. But, specificity is beautiful. Understanding your context. Am
I a private school? Am I in a public school? Am I teaching 150 Kids? Or do I teach 20
Kids?
The finding of being situated within the content intersects the earlier finding that PL must be
applicable. PL providers have to understand the context and content in order to design learning
that is applicable. Timnit added,
I think knowing context, because I will write off some good PD, if they start talking
about $20,000 budgets for science equipment. I go, well bless your heart, you don't
know where public school is. So, you better understand who we are and whose

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classroom and school you're setting foot into. That prepackaged stuff it's for everybody.
We get inundated with PD. And we have a very good skill of rejecting it within the first
five minutes if it doesn't feel right.
The study participants suggested that educators will overlook PL that is not situated
within their content and context. To be most sticky, PL has to address teaching the specific
STEM content to students from marginalized backgrounds. The study’s participants shared this
is a rare occurrence- to have PL that is specifically about teaching high school science to
students who are underrepresented in STEM studies and careers.
Long-Term Opportunity for Teacher Networking and Sharing of Ideas
Most educators highlighted the importance of long-term networking and fellowships
through professional learning engagements for stickiness and improving teaching practice.
Paula shared the experience from attending conferences to joining organizations such as the
National Science Teachers Association (NSTA) and becoming a conference presenter as this
“gave access to people I wouldn’t talk to on a regular basis… to spark ideas.” Paula shared the
experience of building long-term relationships with other educators through professional
development opportunities that helped them learn new teaching methods and strategies. Sarah
similarly shared that involvement in long-term PL gave her an opportunity to get involved and
share her learning. She stated, “I learned a lot facilitating, and I've done a couple. I’d like to go
back to my home county and train some of the teachers on some of the things that I've learned
that I do now where I am now.” Paula further shared, “I think for me, networking really started
to hit because it gave me access to people I would talk with on a regular basis. And that's great
to spark ideas.” Timnit also shared the importance of long-term networking and sharing ideas
among colleagues in PLCs as providing stickiness, stating,

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I'm surrounded by high flying veteran educators who teach the same subject, hands
down the best PD I'll ever find, because it's all me's. It's good in terms of great ideas to
bring back to my classroom. So, for me, I love hanging out with other like-minded me's
to munch on strategies and teaching strategies.
Need for Time, Mental Support, and Work-Life Balance to be Able to Engage With Sticky
PL and Transfer Learning Back to Their Classrooms
It is important to note that while all distinguished STEM teachers discussed PL learning
experiences they engaged in that stuck for themselves and their students, all eight participants
by the time of reporting this study had left their classrooms where they were teaching primarily
students from historically marginalized communities. This suggests that sticky PL was not
enough, and other needs must be addressed for teachers to stay and use that learning. Ruth was
very outspoken about the needs for “money, time, and a therapist,” and the support she would
give pre-service teachers. She shared,
[Teaching preservice teachers], the first thing I told them is how to take professional
time off, and how to look at the calendar ahead of time and mark days before you get
into it. If you don't even have time to make a sub plan, you're not gonna want to leave
and gonna burn out. Therapy, how to get a therapist. I think there's so much of your
inner child work that you're doing when you're talking to students all day. I think for
teachers of Color, I think paid healing spaces, paid professional development, healing
spaces are so necessary.
Sarah also discussed needing administration and school leaders to understand the need to leave
work at work, and not take it home. This echoes Ruth’s call for therapy and mental health

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support for educators working with students underrepresented in STEM because of the work
needed to fully meet their needs. She shared,
The biggest thing I've learned is to leave work at work. And the last two years have been
my saving grace because I have to take care of myself as well. And so, when I don't do
work from home anymore, that's me and my kids time, but weekends and when I'm off
work. And that has helped me make sure that I'm good so that I'm not stressed out to the
point that I can't be who they need me to be in the classroom.
Mary also added to this need to leave work at school and not take it home in order to protect
work-life balance. Mary also mentioned the need for funding to support PL, stating,
Teachers have limited time. They really want to protect that work life balance. And if
we just give, as a school leader, if there's some way I'm able to give funding to help, also
give that choice. So, then the teacher is invested in it.
Participants highlighted the need for time, mental support, money and work life balance in order
to be able to engage with sticky PL and transfer learning back to their classrooms in order to
excite and engage students who are underrepresented in STEM studies and careers.
Discussion Research Question 3
Research Question 3 sought to understand professional learning practices that proved
sticky for educators of students who are underrepresented in STEM studies and careers.
Stickiness refers to its likelihood to impact actual teaching practices that excite and engage
students in STEM classrooms. When participants were asked about what PL practices helped
the learning stick for classroom implementation, they shared the importance of sustained
professional learning. This included having multiple experiences to learn, practice, and reflect.
All participants also discussed the need to make professional learning interactive and applicable

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for learning to be sticky—specifically through lesson demonstrations and hands-on inquiry labs
embedded in the sessions. Participants also expressed the need for teacher agency and voice to
be honored as this practice leads to teacher buy in and stickiness. The opportunity for long-term
networking was also highlighted as a valuable tool for career growth. At the same time,
participants were clear that to make PL sticky involved more than simply the learning engaged
in, but involved work-life balance, a focus on mental health, and time.
Many of the findings that the distinguished secondary STEM teachers suggested made
PL sticky aligned with the instructional practices that made learning sticky for their students as
well. Professional learning that is sustained allows for the trial and error needed to correct and
personalize instructional practices as educators implement new learning strategies in their
classroom to engage and excite students from underserved communities. Because professional
learning does not always address educators' specific context and content, the study participants
suggested that sustained learning allows for additional opportunities for educators to digest how
new learning fits within their context and content. Ensuring professional learning is interactive,
applicable and situated within their context is similar to how educators stated learning for
students has to be relevant and relatable. When professional learning is not interactive,
applicable and situated within their context, educators fail to see the value in the new learning,
often setting it aside for traditional teaching strategies without addressing the teaching shifts
necessary to meet the needs of students underrepresented in STEM studies and careers.
Participants discussed teacher agency and being able to decide what PL they need and select PL
that best fits their availability and teaching context.
Summary of Findings

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Research Question 1 focused on the instructional practices participants implemented in
their classrooms when recognized as distinguished STEM educators to engage and excite
students from historically marginalized backgrounds who are underrepresented in STEM studies
and careers. The findings highlighted that the distinguished educators used instructional
strategies such as collaboration, hands-on inquiry-based activities, making learning relevant and
relatable to underrepresented students, encouraging student voice and acknowledging student
STEM learner identities, and also introducing diverse leaders and diverse pathways for STEM
careers to engage and excite underrepresented students. Research Question 2 found that
participants learned these strategies through PL experiences such as conferences, districtprovided PL, professional learning providers, fellowships, and formal education programs as
well as through informal learning experiences. Research Question 3 findings showed sustained,
applicable learning situated within their context with opportunities for networking and teacher
agency are essential components for PL delivery that proved sticky and allowed for the transfer
of skills back into the classroom for students that need them most.
Figure 10
PL Practices that Lead to Stickiness

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The PL practices that led to stickiness of professional learning are shown in Figure 10.
As study participants discussed the practices for PL that lead to stickiness of learning, there was
an overlap between the need for PL to be interactive and applicable, situated within content and
attend to teacher agency and voice. There was also an overlap between the need for sustained
professional learning so that PL leads to long-term networking and the sharing of ideas and
“what works” over time. By attending to these PL practices, trust and care is developed.
Throughout the interviews with the distinguished educators, the importance of care and trust
was an undercurrent within all of the findings. This relationship is depicted in Figure 10. The
findings from Research Question 1 suggested that educators have to build trust with their
students and show they care, especially students from underserved communities, in order to get
students to engage and care about the STEM content. Similarly, professional learning providers

156
have to gain trust and show educators that they care about their success in teaching. Educators
also need to feel as though school leaders and professional learning providers trust them to
make the instructional shifts necessary to meet the needs of their students. The strategies and
practices highlighted in these findings help educators and professional learning providers build
relationships centered on trust and care.
Chapter Five will present a discussion of key findings within scholarly literature and
present recommendations for practice to increase opportunities for professional learning
providers to improve the experiences for secondary STEM educators who teach students
underrepresented in STEM studies and careers.

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Chapter Five: Discussion of Findings and Recommendations for Practice
The purpose of this study was to examine the instructional practices of distinguished
secondary Science, Technology, Engineering, and Math (STEM) educators and the professional
learning experiences that helped them excite and engage students underrepresented in STEM. A
key focus was understanding the characteristics of professional learning experiences that
allowed them to stick for STEM teachers and be implemented in their classrooms. This study
included eight interviews with distinguished secondary STEM educators who all received a
STEM teaching honorary award from either the National Science Teachers Association (NSTA)
or the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST).
Although extensive research exists documenting challenges in access to STEM studies and
careers for students historically underrepresented in STEM, little research has been done
examining what kinds of professional learning secondary STEM teachers who teach this
population of students need and what allows them to bring that learning back into their
classrooms, making it stick.
The purpose of this chapter is to discuss the study’s findings related to prior research
and offer recommendations for practices to best support educators working with students
underrepresented in STEM studies and careers. This chapter will also discuss the limitations and
delimitations of this research and suggest areas for future research before concluding the study.
Discussion of Findings
This section discusses the findings from the study within research-based scholarly
literature. The research questions that guided this study were:

158
1. What instructional practices do distinguished secondary STEM teachers implement in
their classrooms to educate and excite underrepresented students in STEM studies and
careers?
2. What experiences have best prepared distinguished secondary STEM teachers to
implement effective instructional practices for students from historically marginalized
backgrounds?
3. What professional learning experiences have distinguished STEM teachers engaged in
that (STICK or are STICKY) for themselves and their students?
Research Question 1: Discussion of Findings
Research Question 1 addressed the instructional practices distinguished secondary
STEM teachers used to excite and engage students who are underrepresented in STEM studies
and careers. The findings revealed that collaboration, hands-on inquiry and relevant and
relatable content was very important to both engage and excite students. Participants stated that
enhancing student voice and STEM learner identity and introducing diverse STEM leaders and
career pathways were crucial. Further, collaborative learning environments that engaged
students called on multiple strategies, such as use of group projects, peer-discussions and
cooperative activities. These strategies enhanced students' understanding of concepts while
engaging them in content. For the participants, collaboration was a practice to help students cocreate understanding and build classrooms that honored student voices. Hands-on and inquirybased learning was also mentioned as crucial for student engagement. The National Research
Council (1996, p. 23) defines inquiry-based learning as,
Inquiry is a multifaceted activity that involves making observations; posing questions;
examining books and other sources of information to see what is already known;

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planning investigations; reviewing what is already known in light of experimental
evidence; using tools to gather, analyze, and interpret data; proposing answers,
explanations, and predictions; and communicating the results. Inquiry requires
identification of assumptions, use of critical and logical thinking, and consideration of
alternative explanations. Educators used labs, demonstrations, simulations and problem-solving tasks to allow for
student exploration of science concepts. Larmer et al. (2015) shared how project-based learning
(PBL), an inquiry-based approach, leads to increased achievement and higher levels of
motivation. LaForce et al. (2017) measured an increase in student motivation and pursuit of
STEM careers when historically underrepresented students in STEM engaged in PBL
experiences. Motivation is significant to achievement for students from historically
marginalized backgrounds. Ladson-Billings (1995) emphasized that motivation enhances
engagement and achievement in education settings and that students are best motivated by
connecting cultural identities with learning experiences. The distinguished secondary STEM
teachers expressed that if we want students to pursue STEM careers and studies, we have to
motivate students by letting them see how and why STEM is important and applicable to their
lives. Active learning strategies counter the challenges associated with underrepresented groups
in pursuing STEM in higher education (Theobald, et al., 2020) as real-world applications help
students see themselves as successful solution makers to today's scientific problems. The
impacts of active learning strategies have been heavily researched to be beneficial to students
from historically marginalized backgrounds. The need for relevancy in STEM secondary
education has not. Participants shared the importance of making STEM content relevant to
students’ lives and linking it in creative ways to real-world phenomena. Gay (2018) shared that

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the curriculum and instruction should be designed to connect with students' cultural
experiences, making learning more engaging and relevant. The use of real-world problems and
project-based learning not only deepens students' understanding of scientific concepts but also
increases their engagement and motivation (Barron & Darling-Hammond, 2008; LadsonBilling, 1995), ultimately increasing student outcomes and achievement. Connecting classroom
activities to the local community and students' lived experiences made the learning for
participants’ students more engaging and meaningful.
Participants further highlighted how making content relevant and relatable showed the
importance of student voice and identity as an important practice and provided students with a
sense of belonging and ownership of their learning. The practice of students exploring and
defining STEM identities is best defined as how students “think about themselves as science
learners and develop an identity as someone who knows about, uses, and sometimes contributes
to science” (Center for the Advancement of Informal Science Education, 2018). This practice is
consistent with culturally responsive frameworks. Gay (2018) stressed the importance of
culturally responsive frameworks, integrating student background into the curriculum and
teaching to help students see themselves in the learning process and build a strong sense of
belonging. This approach not only enhances student engagement but promotes academic
success by making the learning more relevant and accessible. Participants encouraged student
participation and valued their voice and unique perspectives as they created an inclusive and
supportive learning environment. As discussed by Freire (2000), participants also shared the
importance of student voice as a tool to empower students to become critical agents of change,
questioning oppressive structures and working towards a more democratic and just society.

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Finally, distinguished STEM teachers exposed students to diverse role models in STEM
fields as an essential practice. Some participants in the study shared the difficulties of finding
connections between science content and making it relevant and relatable to secondary students
who are underrepresented in STEM. As discussed in Chapter Two, in U.S. K-12 public schools,
79% of teachers are White, compared to about 47% of all public elementary and secondary
school students in the U.S. being minority students according to the most recent data available.
According to the National Center for Education Statistics (NCES, 2023, U.S. Department of
Education, 2022), in 2021, around a quarter of public school students were Hispanic (28%),
15% were Black and 5% were Asian. In middle and high school classes, 62% of public teachers
teaching math and 63% of public teachers teaching science were White in schools where the
majority (over 50%) of students are minorities. The participants who were a different race from
their students discussed the difficulty relating with students or the work needed to make the
content relatable and relevant for their students. Some participants noted these connections
being made through STEM career exploration. It is important to include the achievements of
scientists and engineers from underrepresented backgrounds in order to provide students with
relatable figures that may inspire them to possibly pursue STEM careers and studies (LaForce et
al., 2017). Highlighting the achievements of Black and Brown people and Women in STEM
helps students “see themselves” in these roles and help make these careers attainable, breaking
down stereotypes and providing relevant role models (Kricorian, 2020) and benefits student
learning the classroom. This practice is supported by research showing how representation can
positively impact students’ aspirations and seeing themselves successful in STEM (Dabney,
Sonnert, & Sadler, 2019). Ladson-Billings’ (1995) three pillars of culturally relevant pedagogy
(CRP), student learning, cultural competence and critical consciousness, connect well to all

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three findings from Research Question 1. The importance of CRP’s first pillar, student learning,
connected to the need for collaborative hands-on inquiry-based learning experiences to engage
and excite students underrepresented in STEM. Another instructional practice that emerged
from the participants was ensuring STEM content was both relevant and relatable to students
which aligns with CRP’s second pillar calling for cultural competency. CRP’s third pillar,
critical consciousness, aligned with the study’s finding that highlights the need for student
voice, agency and STEM learning identity.
Research Question 2: Discussion of Findings
For Research Question 2, distinguished secondary STEM teachers shared professional
learning experiences that best prepared them to implement effective instructional practices for
their students from historically marginalized backgrounds. The findings showed (1) all
participants could highlight 2-3 impactful PL experiences, (2) although highly awarded,
participants had few PL experiences that addressed their context of teaching secondary STEM
to students underrepresented in STEM, and (3) the importance of informal learning experiences.
The most common types of formal professional learning experiences were conferences,
professional learning companies or curriculum providers, district-provided PL and fellowships
and education programs.
Interestingly, although highly awarded, participants rarely had PL experiences within
their context of teaching secondary STEM to students underrepresented in STEM. Despite the
benefits of professional learning, participants reported a scarcity of opportunities specifically
tailored to their unique teaching context. Working with school districts, typically the
professional learning regarding culturally responsive teaching and pedagogy were built by DEI

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learning experts, not content or curriculum experts. Teachers expressed a need for more
targeted PL that addresses:  Cultural relevance: PL that incorporates culturally relevant pedagogy and
strategies to engage students from diverse backgrounds.  Context-specific challenges: PL that addresses the particular challenges faced
by STEM teachers in schools with high populations of underrepresented
students.
Gay (2018) underscores the need for educators to reflect on their practices, identify
possible biases and how they might affect their teaching, especially for historically marginalized
students. Study participants, Ruth and Kizzmekia, shared the need for PL that is specifically
designed for “our context,” which included addressing STEM content and meeting the needs of
students who are historically marginalized. Timnit added, “99% of the PD orchestrated is bad. I
mean, not bad, just safe and generic.” This gap underscored the importance of designing PL that
addresses the specific needs of diverse classrooms (Borko, 2004).
Importantly, informal learning appeared as experiences participants detailed as
significant in helping them implement effective practices for their students. This included their
experiences with peer and mentor teachers as well as their ability to reflect on practices
throughout their teaching careers. Sources of informal learning experiences that participants
found especially impactful were:
● Peer teachers and mentor relationships
● Reflection on personal teaching experience
● Informal learning experiences outside of school
● Student relationships

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These informal learning experiences allowed teachers to connect deeply to their content
and classroom. Allowing teachers to exercise agency in their professional learning experiences
aligns with adult learning theories, such as andragogy, emphasizing autonomy and relevance
(Knowles, 1980). Andragogy’s four principles of the design for adult learning, (1) self-directed
learning, (2) experiential learning, (3) relevance and contextualization, and (4) problemcentered vs. content-oriented, align well to these findings about informal learning experiences.
Informal learning experiences provide experiential learning opportunities that help make other
learning opportunities more relevant. Informal learning experiences also can better reflect the
educator’s context while having the right balance between problem-centered versus being
content-oriented. Informal learning experiences also allow for self-directed learning
opportunities.
Research Question 3: Discussion of Findings
Considering which PL practices proved sticky, participants reflected on what led to a
lasting impression on instructional practices. While engaged in professional learning, the
practices that proved most sticky were sustained, interactive and applicable learning that was
situated within educators’ teaching context with the opportunity for long-term networking.
Darling-Hammond et al. (2017) emphasized that effective professional development is critical
for teachers to acquire and refine the pedagogies needed to teach the complex skills required for
teaching today's students. This includes sustained PL that allows teachers to integrate and
practice new strategies fully. Borko (2004) further shared the importance of tailoring PL to the
specific needs and contexts of teachers and their audience. While many participants reflecting
on stickiness mentioned being able to relate to the professional learning content, they also

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mentioned being able to relate to the presenter and the presenters’ experience. In leading and
observing professional development, there is a need to build teacher trust.
When reading Made to Stick, Heath and Heath (2007) tell the story of the kidney heist.
A story I could retell now from reading many months ago. Then, they give a random passage
full of information and invite the reader to call a friend and try to retell what was read—I could
not do this four minutes after reading the passage. But what made the first story about losing a
kidney in a seedy motel stick? Just as the participants shared in this study, it is the connection to
what is being said. It is the ability to make a connection to something that is interesting or
applicable to our experiences. These experiences do not need to be formal collegiate or PL
programs. But there are components of professional learning, such as being interactive and
applicable, that ensure stickiness—in a manner that teachers can recall the learning and why it
matters, well after the PL ends.
Along with PL being sustainable, interactive, applicable and relevant to teaching
context, the need for time, mental wellness supports, and work life balance also emerged as a
finding related to stickiness. Educators emphasized the importance of adequate time, mental
support and work-life balance in order to “show up as their best self, day after day, for their
students” and also in order to fully engage in professional learning. This finding aligns with the
need for system support to ensure professional learning is sustainable and effective (DarlingHammond et al., 2017). Gay (2018) also underscored the need for educators to have time
needed to reflect on their practices and identify possible biases and how they might affect their
teaching, especially for historically marginalized students. Just as research shows that teachers
need to engage students through active learning to improve their motivation to learn, teachers
need to be similarly engaged so that they are motivated to put the new learning into practice.

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Recommendations for Practice
The study findings have several implications for practice related to educators and school
leaders, professional learning providers, and policymakers. Table 13 shows the
recommendations produced from key findings as well as actionable projects that support these
recommendations, which will be discussed further in the following sections.
Table 13
Recommendations and Actionable Plans
Teachers and
School
Leaders
Recommendation 1:
Promote Active Learning:
Encourage the Use of
Collaborative, Hands-On
Inquiry-Based Learning
Activities That Are
Relevant and Relatable to
Students’ Lives
Recommendation 2:
Prioritize Student
Voice and Agency
Recommendation 3:
Highlight Diverse
STEM Role Models
and Careers
Actionable Plan:
Design New
STEM Teacher
Effective Practices
(STEP) Aligned
with Science and
Engineering (SEP)
Practices
PL Providers Recommendation 1:
Design Context-Specific
Programs
Recommendation 2:
Foster Informal
Learning
Opportunities
Actionable Plan:
Design New
Professional
Learning Platform
Policy
Makers
(District,
County, State
Education
Decision
Makers)
Recommendation 1:
Formalize Mental Health,
Work-Life Balance and
PL Needs Through Policy
Actionable Plan:
Pilot New School
Policies With
Educator Support
Embedded
Schedules and
Calendars.
Recommendations For Educators and School Leaders
Recommendation 1: Promote Active Learning: Encourage the Use of Collaborative, HandsOn Inquiry-Based Learning Activities That Are Relevant and Relatable to Students’ Lives
This study found that distinguished secondary STEM teachers embedded hands-on
inquiry-based learning that is collaborative, relevant and relatable to students underrepresented
in STEM to engage and excite them. Next Generation Science Standards (NGSS) were designed

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by the National Research Council (NRC) to prioritize inquiry-based learning. The NRC
emphasizes the need for student engagement in hands-on, inquiry-based learning, yet secondary
STEM classes still suffer from resembling a lecture hall with a prioritization on note taking,
memorization, and recall. STEM educators need to “encourage and model the skills of scientific
inquiry, as well as the curiosity, openness to new ideas, and skepticism that characterize
science” (National Research Council 1996, p. 37). The lack of inquiry-based instruction in
science education remains a significant problem in the United States. The 2019 Nations Report
Card found that less than 20% of students experienced scientific inquiry-related classroom
activities. The report also found that students who experienced less inquiry-based science
activities scored lower than peers who engaged in more inquiry-based activities (National
Assessment of Education Progress, 2019). As suggested by the distinguished secondary STEM
teachers in this study, it is crucial to ensure that STEM instruction is both relevant and relatable
to students underrepresented in STEM. Students need to be able to connect to the content, as
this supports longer lasting retention of information which ultimately improves achievement in
these content areas. Incorporating problem-based learning where students work on projects
related to their own communities or interesting global challenges has been found to increase
motivation as well as deepen understanding of STEM concepts and skills (Laforce,et al., 2017).
Ladson-Billings (1995) explains the connection between student learning, cultural competence
and critical consciousness as the main components of culturally relevant pedagogy. As we want
students to show their learning through problem solving and reasoning, we have to equip
students with the ability to identify, analyze, and solve real-world problems, especially those
resulting in societal inequities while providing student skills to affirm an appreciate their culture
of origin while developing fluency in at least one other culture (Ladson-Billings, 1995).

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Recommendation 2: Prioritize Student Voice and Agency
Distinguished teachers also prioritized student voice and agency. Distinguished
educators in this study expressed the need to create opportunities for students to express their
voices, make choices about areas of research, and manifest their identities in the learning
process. This can be achieved by allowing students to co-plan lessons, create rubrics and design
activities aligned with their interests or needs. This recommendation intersects with
Recommendation 1 regarding collaboration, inquiry-based and relevant and relatability content.
By prioritizing student voices and agency, educators can employ collaborative strategies as
students build conceptual understanding together. Educators can make space for students to
make connections, share experiences and share relevancy and relatability as they explore
various topics, allowing for student reflection throughout the learning process. From the start of
a topic, throughout the development of a topic, and when ending a topic of learning, students
should share reflections with each other and their teachers. Educators should allow for
flexibility in planning or decision making to address discussions that occur from prioritizing
student voice.
Recommendation 3: Highlight Diverse STEM Role Models and Careers
In this study, educators highlighted the significance of raising up the importance of
diverse leaders in STEM as well as the diverse career paths available for those interested in
STEM. This recommendation supports the inclusion of diverse STEM role models and careers
in STEM curriculum. Educators need to integrate a range of Black, Brown, and Women leaders
in STEM from a range of STEM areas as they relate to the content being studied and allow for
student exploration. This exploration can pique student interests in relatable areas such as
artificial intelligence (AI), coding, gaming or introduce students to new perceptions on STEM

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careers. Exposure to diverse STEM professionals and career paths can help students from
various backgrounds see themselves in these roles, which is crucial for building a more
inclusive STEM workforce (Kricorian et al., 2020). By including diverse careers and leaders in
the curriculum, underrepresented groups are being exposed to STEM areas of study and careers
which can provide a pathway to increase diversity in STEM fields.
Actionable Plan: Design STEM Teacher Effective Practices (STEPS) Aligned with Science
and Engineering Practices (SEPs)
These recommendations can be used to create a list of STEM Teacher Effective Practices
(STEPs) that are aligned with the science and engineering practices (SEPs) and behaviors
critical to observe from students in science classrooms. As Table 14 shows, K-12 mathematics
has a set of teacher and student practices, the teacher practices called effective teaching
practices (ETPs), aligned with the student behaviors, called the standard for mathematical
practices (SMPs). The absence of similar universal, research-based teaching practices for
science instruction prompts the recommendation to explore effective practices employed by
impactful STEM teachers, aligning them with existing SEPs and ETPs. Creation of teacher
practices similar to the math’s ETPs will encourage educators to look deeper into their
instructional practices to support the student behaviors of scientists, engineers and other STEM
professionals. These newly created STEM teaching practices could also use the 5E lesson
structure that many science educators are familiar with. The new STEPs could guide teachers
with practices meant to prioritize collaboration, hands-on inquiry-based learning, highlight
diverse STEM leaders, studies and career exploration, as well as place the emphasis on student
voice, identity and agency.

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Table 14
Using K-12 Math Practices for Teachers and Students to Create K-12 Science Lesson Structure
and Student Practices
Math Effective
Teaching Practices
Student Math Practices
(SMPs)
5 E Lesson
Structure
Create STEM
Teaching Practices
Science & Engineering
Practices (SEPS)
Establish mathematics
goals to focus on
learning.
Make sense of problems
& persevere in solving
them.
Engage Recommended
development to fill
a gap between the
5E Lesson Structure
that leads to the
student behaviors of
scientists and
engineers (SEPs)
Asking questions (for
science) and defining
problems (for engineering)
Implement tasks that
promote reasoning and
problem-solving.
Reason abstractly &
quantitatively.
Explore Developing and using models
Use and connect
mathematical
representations.
Construct viable
arguments & critique the
reasoning of others.
Explain Planning and carrying out
investigations
Facilitate meaningful
mathematical discourse.
Model with mathematics. Elaborate Analyzing and interpreting
data
Pose purposeful
questions.
Use appropriate tools
strategically.
Evaluate Using mathematics and
computational thinking
Build procedural fluency
from conceptual
understanding.
Attend to precision. Constructing explanations
(for science) & designing
solutions (for engineering)
Support productive
struggle in learning
mathematics.
Look for & make use of
structure.
Engaging in argument from
evidence
Elicit and use evidence of
student thinking
Look for & express
regularity in repeated
reasoning
Obtaining, evaluating, and
communicating information
Recommendations For Professional Learning Providers
Recommendation 1: Design Context-Specific Programs

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The next recommendations from the findings are specifically for professional learning
providers who design and deliver professional learning to STEM educators who teach students
underrepresented in STEM. The first recommendation is to ensure professional learning is
designed to meet the context and content of the PL audience. Only three of the study’s
participants said they received PL specifically for teaching STEM to students from historically
marginalized communities, those underrepresented in STEM studies and careers. Overall, the
participants expressed a need for PL that was relevant and relatable to teachers just as research
has shown is best practices for students’ instruction (Ladson-Billings, 1995). Some participants
even rebuked past PL experiences as being “Cookie-cutter PL''—experiences that were designed
to be generic, easily replicated in other regions or school districts, and not addressing their
nuances of teaching secondary content within their specific context. Designing context-specific
programs can be done by surveying participants prior to PL delivery and developing PL tailored
to the unique needs of teacher participants. Professional learning providers should have a needs
assessment specifically for assessing the current needs of teachers who work with students who
are underrepresented in STEM studies and careers.
There has been limited research conducted in relation to teacher perspectives on STEM PL
needs and preferences, especially for those working with high minority student populations
(Chval, et al., 2007; Park-Rogers, et al., 2007;). One study, delivered to K-12 educators in
Missouri, used a four-page PL needs assessment survey. This survey was given to almost 5,000
educators of which 800 were recorded for the study. The framework of this needs assessment
emphasized five areas for study: teacher demographic information, current participation in PL,
PL preferences, PL topic areas of interest and internet access. The time and effort needed to
tailor to specific needs can be very costly if different contexts are not researched and addressed

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well in advance of PL service delivery. But considering even some of these needs assessment
questions is crucial to understanding the PL audience and addressing their needs. Teacher needs
can vary from state to state, county to county, and even within schools in a district. Providing
flexible topics within PL pathways to address these needs are crucial. This can be viable with
shorter “learning bursts” where the learning is tied to updated research about best practices and
involves a path for learning more based on the topics of educator interests. Traditional PL
structures, such as one-day workshops, have been proven less effective than ongoing
professional learning (Darling-Hammond et al., 2017). Professional learning needs and context
can also change depending on the time of year and the timing within implementation, but
alternative options exist in virtual professional learning communities. Lockee (2021)
underscored how online courses, webinars, and virtual communities of practice provided
educators with opportunities for ongoing, context-specific, and self-directed learning. Having
access to a library of professional learning is beneficial to educators. Surveying educators to get
foundational information on who the audience is and what is their starting point is also very
important to delivering context-specific PL. This study showed that participants had limited
access to PL that addressed their specific context of teaching secondary STEM students who are
underrepresented in STEM studies and careers. Offering educators teacher agency, or choice, in
the PL that best fits their needs is recommended.
Recommendation 2: Foster Informal Learning Opportunities
The next recommendation for professional learning providers is to encourage informal
learning opportunities. Interestingly, Rivet Education’s (2022) Trends in PL Report found that
“96 percent of teachers believe that the number one factor leaders should consider when
planning professional learning is whether it will help teachers effectively use their instructional

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materials.” This was not the case in this study. Curriculum and standard alignment was
mentioned briefly in two interviews. Most participants mentioned the importance of having PL
that fits their context and having the opportunity to engage in informal learning from peers,
mentors, or informal learning experiences in the science field. Ashanti shared how she was
using outdated books not aligned to the grade level standards and learned through a peer teacher
stopping her and guiding her in the correct direction with planning support. This was an
informal learning opportunity, having a peer or mentor teacher provide guidance or steer
another educator towards better practice. Another participant expressed he learned the most on
how to engage his underrepresented students in STEM from observing a peer teacher and how
she related to her students. Another participant described their experience working alongside
engineers in the industry during a summer informal learning program in order to learn content
to bring back into her classroom. Research shows the importance of professional learning
programs that integrate informal STEM learning opportunities. The National Science
Foundation (NSF) worked with the Center for Advancement of Informal Science Education
(CAISE) to create an Advancing Informal STEM Learning (AISL) program which funds
research for the understanding and design of informal learning in the STEM education setting
(ATS.org, n.d.). Partnerships between schools and informal learning organizations such as
museums, businesses and community organizations can enhance instruction and learning. This
use of informal learning opportunities can be supported by school and district leadership, but
professional learning providers hold an important space to encourage informal learning as
opportunities to extend learning following PL sessions by embedding next steps or conversation
starters with peers for ongoing learning. PL providers can provide next steps that support peer
collaboration and self-directed learning opportunities for teachers and school leaders.

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Professional learning providers can encourage more context-specific PL and more accurately
meet the needs of their audience by ensuring the integration of more informal learning
opportunities, both learning from other educators as well as sharing opportunities for out-ofclassroom informal learning.
Actionable Plan: Professional Learning Platform
The recommendations for PL providers can be achieved, in part, by designing a
mentorship-focused professional learning platform that hosts ongoing professional learning
workshops, recorded PL and other PL interactives. These PL resources should have a “choose
your own pathway” or a “survey” that assigns a recommended learning pathway based on the
educator’s needs. This can help address the wide array of educator needs when working with
such a variety of schools and honor teacher agency as they can choose subjects, age ranges and
other factors as needed. The platform can also address Recommendation 2 for PL providers by
allowing educators to form peer and mentorship relationships at a global scale. The platform
should encourage teachers to catalog and share teaching reflections using student work artifacts,
classroom videos, and student interviews. Educator discussion boards designed around content
and context allow for informal learning from the experiences of others. This platform should
also include informal learning opportunities with a moderator to “fact check” or ensure the
informal learning is tied to researched best practices. Science instruction calls for the
exploration and investigation of phenomena, the natural events that occur around us (NRC,
2012). Educators may have difficulty finding phenomena that are relatable to students and
relevant to the content or standard. The platform should allow shared resources such as
phenomenon trackers, phenomena databases and lesson plans, and content standards unpacking

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sessions guided by experienced, highly qualified educators working with students from
historically marginalized backgrounds.
For participants in this study, sustained professional learning provided the opportunity to
network with other educators, exchange ideas, and demonstrate effective teaching. The creation
of the professional learning platform would allow policymakers, professional learning
providers, educators, and district leaders to collaborate in its design while allowing educators to
catalog and share teaching reflections using student work artifacts, classroom videos, student
interviews, and lesson planning resources. Many online platforms for teachers exist. There is
Teacher-Pay Teacher, a website where teachers create lesson resources and classroom materials
that other teachers can purchase to use in their classrooms. A common complaint is the lack of
alignment to standards and the lack of consistency and rigor in instruction when using these
types of open-source resources. Also, these resources may not be relevant, in particular, to the
contexts teachers work in while supporting students who are underrepresented in STEM. The
platform this study envisions is not just for posting and downloading classroom content but
envisions the full PL support, ongoing guidance and opportunity for professional learning
community discussion beyond Facebook and other unmonitored platforms.
Recommendation For Policy Makers (District, County, and State Education Decision
Makers)
Recommendation 1: Formalize Mental Health, Work-Life Balance and PL Needs Through
Policy
The last recommendation is for policy makers. Often there are great ideas that live in
small pockets of educator communities or certain schools. And, while it is known from
extensive research that inquiry-based learning is a best practice, many students report not

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having hands-on science experience. According to the distinguished secondary STEM teachers
in this study, change starts with creating policies that prioritize mental health and work life
balance in the school setting, schedule and calendars. This includes allocating protected time for
professional learning to ensure educators have the time and space for meaningful sustained PL
guided by their needs as well as building in support for mental wellness and work-life balance.
With formal policy, there could come funding to support these needs being implemented in
schools. Some schools enact these types of policies at the school level, but they are not
consistent or normalized without district or state policy to prioritize these needs. It is critical to
note that of the distinguished secondary STEM teachers in this study, none remained in a
classroom at the time of the study. To educate and excite underrepresented students in STEM
studies and careers, it is essential that effective teachers remain in the classrooms and
implement the kinds of practices they outlined in this study. That calls for high level policy
changes that establish care for teachers and give them the PL they need to thrive in their
classrooms. If mandates or formal policies are enacted, these acts move from being a rarity,
maybe found in a few schools, to commonplace, widespread best practice.
Actionable Plan: Pilot New Calendar and Schedule Policy Where Districts Must Address
Teachers’ Needs for Time, PL and Mental Wellness
An actionable step with this recommendation would be to pilot a new policy that details
the necessary number of days for PL that are district directed, and teacher selected. It should
also include policy that outlines the time teachers should have built into their schedule for
mental wellness, and provide schools with funding to provide resources that would cover class
coverage and mental health expert resources to engage educators and staff throughout the week

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in mental wellness activities. Teacher planning time is not universal in districts. Protected
planning time varies depending on the State and teacher union provisions.
Limitations and Delimitations
Limitations are circumstances and influences beyond the researcher’s control, while
delimitations are circumstances and influences within the researcher’s control (Creswell, 2019).
Limitations and delimitations can influence the generalizability, validity, or reliability of a
study. One limitation of this study is the reliance on self-reported information which could be
subject to biases or participants’ truthfulness during the interviews. Participants, for example,
could provide responses that they view as “saying the right things.” Another limitation of this
study was the small sample size. There are many more awarded secondary STEM teachers who
teach underrepresented students than were included in the study. This is partly due to the
condensed time for this work as part of a doctoral dissertation program, and partly due to the
lack of responses from eligible awardees. The gender and race of participants in this qualitative
study were limitations as well, with only one male responding to the recruitment survey, and
only three participants being from historically marginalized communities. The participant
sample size can be seen as lacking diversity or being a non-representative sample which may
affect the generalizability of findings. The selection of participants through purposeful sampling
was a delimitation. Although intended to maintain a clear focus for the study, by deliberately
selecting distinguished secondary STEM teachers, the perspectives of less experienced or less
recognized teachers were excluded. The qualitative design of the study, while providing rich
detailed insights, also means that the findings were based on my analysis of the data. While
efforts were made to minimize my own biases, the same data may have been interpreted
differently by another researcher, potentially affecting the study’s reliability and validity. These

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limitations and delimitations may make it difficult to generalize the findings to a broader
population.
Recommendations for Future Research
Future research may be helpful in improving the professional learning experience for
STEM educators of students who are from historically marginalized communities, which in turn
would improve the educational experience for these underrepresented students. A larger scale
study could be conducted that is inclusive of more diverse groups of teachers within multiple
STEM content areas, and from more regions across the country. This would help to better
understand a wider range of STEM educational experiences across the country and across the
multiple sciences and math content areas. A larger sample size could also include participation
from more male teachers and include more ethnicities and races. Future research could also
focus specifically on high school educators, as this study focused on secondary (grades 6-12)
STEM classrooms to examine the needs of high school students and educators to prepare
underrepresented students for STEM college and career readiness. Another area of future
research would be examining the PL needs of educators teaching underrepresented students in
inner-city schools where the majority of students are underrepresented in STEM, versus
educators’ needs teaching underrepresented students in classrooms where these students are the
minority. I learned in collecting this research that none of the study participants were still in the
teaching position they held when they were awarded for their teaching. Secondary STEM
teacher retention, specifically of teachers who teach students from underserved communities,
could be another critical area of future research. Researchers could also conduct a longitudinal
study that examines the long-term impact of different professional learning models on teaching
practices and student outcomes. Additional research could be the further exploration of the role

179
and impact of informal learning experiences in teachers’ growth as well as examining the career
pathway success of programs focused on students underrepresented in STEM.
By addressing these research gaps, one can gain a deeper understanding of the effective
teaching practices for students underrepresented in STEM studies and careers, elements of
professional learning essential to providing educators stickiness for long lasting impact within
their teaching context.
Conclusion
This study sought to understand the instructional practices of highly awarded secondary
STEM educators who taught students underrepresented in STEM studies and careers. It also
sought to understand the components that allowed professional learning to become sticky for
distinguished secondary STEM teachers, with a focus on those who taught a majority of
students who are underrepresented in STEM. Returning back to the question about the purpose
of education. How do we address the shifts that need to happen in order to ensure education is
designed to fit the needs of an increasingly diverse student population? As STEM fields,
scientific phenomena, and technology continuously emerge and change as the world evolves, so
does the instructional content need to change and evolve. While 2+2 will never change and
Apple will always start with the “a'' sound, science, engineering and technology are guaranteed
to evolve and change. Similarly, student populations will continuously change. STEM education
needs to embrace the shifts and transform to meet the needs of an ever-changing student body.
The instructional practices and student practices of the past will not address the vast science
content area needs. We are currently facing unprecedented teacher shortages in school districts
around the nation, especially in STEM subjects and in districts where high-quality teachers are
needed the most. Innovative and dedicated educators are needed to meet the needs of students

180
from underrepresented groups. Black and Hispanic students need motivation and
encouragement to pursue interests in STEM careers and studies. A common thread throughout
the findings in research question one is the need for care. These students need to feel listened to
and cared for deeply. This is a practice that cannot occur when the instructional focus is
assessment scores and lecture notes. This study provided valuable insights into the instructional
practices and professional learning experiences of distinguished secondary STEM teachers,
finding that collaborative, hands-on inquiry-based learning that focused on relevance and
relatability for underrepresented students was crucial. Student voice and agency was another
important practice to ensure students from historically marginalized backgrounds were present
in class discussions and engaged in the content. Diverse career exploration was also found to be
essential to excite and provide exposure to possible STEM careers and studies. Further, the
findings showed that all of the participants had some formal professional learning experiences
that were helpful to their careers and could be learned from. Participants also shared the
informal experiences that helped them employ the instructional practices they highlighted as
beneficial to students underrepresented in STEM, and that made the formal professional
learning more sticky. In terms of stickiness, the findings found that the most mentioned and
strongly talked about component was sustainability. Participants needed more time to wrestle
with new skills and concepts, reflect on practices, network with other educators, and return for
guided support in order to make a bigger impact on their students. Participants also stressed the
need for model lessons and demonstrations to be situated within their contexts. Overall,
participants shared the need for time, mental wellness, and work-life balance in order to fully
engage with PL and grapple with it in productive ways in order to implement it fully in their
classrooms.

181
Based on these findings, recommendations included implementing instructional
practices that prioritize collaborative inquiry-based learning that is relevant and relatable to
secondary students from historically marginalized communities, that honor student agency,
voice, and STEM learner identity while supporting the exploration of diverse STEM career
pathways. A recommendation for professional learning providers was the prioritization of
content and context specific professional learning and the inclusion of informal learning
opportunities specifically for secondary STEM educators who teach students historically
underrepresented in STEM studies and careers. It is also recommended that policy makers at the
state, county or district level prioritize the need for time, mental wellness, and work-life balance
by mandating policy that provides funding and protects time on educators' schedules and
calendars for wellness expert support, PL needs, and implementing new learning.
By understanding the key factors that contribute to their success, we can better support
and develop effective teaching practices that engage and educate students historically
underrepresented in STEM studies and careers. Future research should continue to explore these
areas to build on the knowledge base and improve STEM education for all students, especially
those that have the most instructional needs, those from historically marginalized communities.
The findings underscore the importance of contextually relevant, sustained, and collaborative
professional learning, as well as the need for systemic support to enable teachers to fully engage
in these opportunities.
This work matters. It matters for the students who need it most and the teachers who will
educate and inspire them. In the interviews for this study, many teachers referenced the classes
of students they failed as they were learning what was best for students from historically
marginalized communities. So often these students shrink themselves, shy away from STEM or

182
if they pursue STEM studies, endure years of imposter syndrome. I want my work to uplift
Black and Hispanic students in their pursuits of STEM studies and careers. I want STEM
education to have meaning for them as not just a way to close pay and wage gaps in the United
States but as a way to diversify leadership in the field of science, technology, engineering,
mathematics and all the fields underneath. I want a world where announcements of the first
African American to get a STEM degree are nonexistent, because we have accomplished that
and beyond. So, what is the purpose of education? And who is it designed for? Above all, we
need STEM education to be a place where all students belong. The level of trust and care comes
from leadership, teachers and to the students in a cyclical process. The love and trust given to
educators should be funneled from them to their students and from students to educators and
school leaders. Many teachers struggle with where this sense of belonging resides in STEM
education. This is something often regarded in reading or language arts, or sometimes in
humanities studies. But the intentionality needed to plan for instruction that is relevant and
relatable is often left out of STEM. And when it is left out of STEM, students cannot connect to
the content. They do not feel that they belong.
I never want a student to go through what I have, or countless others have in their
pursuit of STEM careers. Every student, especially those who do not have the exposure and
experiences, or just do not know what they do not know about STEM studies and career
pathways deserves to explore STEM pathways, to discover if it is an interest to them. We need
to strengthen the learning opportunities for our STEM educators who work with these students
who need this support the most. As our STEM workforce continues to expand into new
technologies such as AI, we have to remember that Science, Technology, and Engineering will
always continue to evolve. Research always looks at what the future may bring, our teachers are

183
educating those meant to design, solve and solutionize our future. We need the best possible
future for all our students. As stated in earlier chapters, we cannot afford to have technologies
that are not reflective of our populations. Critical health and safety concerns emerge when the
scientific or engineering design is flawed based on the lack of accounting for the diverse
perspective or reality of our nation. We need a diverse STEM workforce, and we need educators
that are equipped to engage and excite students who are currently underrepresented in STEM
studies and careers in order to shift this narrative. To equip educators in this way, we have to
understand that PL does not happen only at certain points in a teaching career. Professional
learning should be career-long learning and when merged with informal learning experiences
becomes professional education. When professional learning is woven with informal learning
experiences, professional education emerges. Professional education encompasses pre-service
teacher education programs, professional learning, teaching experiences and informal education
learning experiences. Professional education is a bigger necessity for educators as it lives in the
learning experiences throughout the entire spectrum of a teaching career. Just as students and
leaders need ongoing opportunities for growth in their practices, so do educators. Professional
education is needed and is crucial for teachers who work with students underrepresented in
STEM.
Do you remember any of the quotes about STEM from the U.S. Presidents? Do you
remember any of the story about the Draw-A-Scientist Test? What stuck for you 159 pages
later? This is why stickiness matters. We need educators to help welcome all students to the
STEM field, and it takes sticky professional learning opportunities that are sustainable to ensure
educators implement new practices long after the PL session ends, and account for the ever-

184
changing context of teaching and learning for students from historically marginalized
backgrounds.

185
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Appendix A: Secondary STEM Educator Interview Protocol
Research Questions:
1. What instructional practices do distinguished secondary STEM teachers implement in
their classrooms to educate and excite underrepresented students in STEM studies and
careers?
2. What experiences have best prepared distinguished secondary STEM teachers to
implement effective instructional practices for students from historically marginalized
backgrounds?
3. What professional learning experiences have distinguished science teachers engaged in
that (STICK or are STICKY) for themselves and their students?
Establishing Comfort & Rapport
Thank you for agreeing to
participate in my study and
everything you do for science
learners in your classroom. Are you
ready to begin?
Tell me a bit about yourself
as an educator.
a. How many years in
the classroom,
b. How many years in
the current role
Describe your classroom:
a. The environment?
b. Your students?
RQ1. What instructional practices do distinguished secondary STEM teachers implement in their
classrooms to educate and excite underrepresented students in STEM studies and careers?
Have your instructional practices
changed since starting your
education journey? If so, how?
What instructional practices do you
implement that make you a
distinguished teacher?
What evidence do you use to
determine your effectiveness?
What instructional practices do you
implement specifically for students
historically underrepresented in
STEM studies and careers? How do
you build interest in STEM for
your students?
RQ2. What experiences have best prepared distinguished secondary STEM teachers to implement
effective instructional practices for students from historically marginalized backgrounds?
There are many types of
professional learning. Can you
describe the kinds of professional
development or professional
learning you experienced to prepare
Have you received PL for teaching
students underrepresented in
STEM? If so, can you tell me about
that experience?
What was the most beneficial PL
What made it beneficial for you?
a. What learning experience were
you able to transfer to your
instructional practices?

206
you for teaching secondary STEM? experience supporting your
students underrepresented in
STEM?
RQ3. What professional learning experiences have distinguished science teachers engaged in that
(STICK or are STICKY) for themselves and their students?
What would have the most impact
on your teaching of students from
historically marginalized
backgrounds?
What PL experiences would you
have liked to have more
opportunities to engage with?
Describe a connection you made in
the classroom from one of your PL
experiences.
a. Can you describe a moment
your learning was translated
into action?
Do you think your needs for
professional learning differ as a
teacher of historically
marginalized students? If yes,
how so?
Additional/Closing Questions
What would you like school leaders
to know about your needs in regard
to teaching students
underrepresented in STEM studies
and careers?
What would you like PL providers
to know about your needs in regard
to teaching students
underrepresented in STEM studies
and careers?
In the future, how would you like
to be engaged in professional
learning to improve educational
outcomes for students from
historically marginalized
backgrounds?
Appendix B: Participant Recruitment Questionnaire

207

208
Appendix C: Information Sheet
University of Southern California Information Sheet
My name is Nancy Williams, and I am a student at the University of Southern California.
I am conducting a research study on the effective practices and professional learning
structures of secondary science teachers who work with students underrepresented in
Science, Technology, Engineering and Mathematics (STEM) studies and careers and what
makes that learning stick. The name of this research study is “SUCCESS IN THE STICKY:
Exploring What STICKS For Distinguished Secondary Science Teachers Who Educate Students
from Historically Marginalized Backgrounds.” I am seeking your participation in this study.
Your participation is completely voluntary, there is no cost to you for taking part in this study
and I will address your questions or concerns at any point before or during the study.
You may be eligible to participate in this study if you meet the following criteria:
1. 6-12th grade science educators.
2. Teach classes where 50% or more of students are underrepresented in STEM studies
and careers (identify as Black, Latinx, Indigenous, and/or low-income).
3. Acknowledged by National Science Teacher Association (NSTA) or the Presidential
Awards for Excellence in Mathematics and Science Teaching (PAEMST) as being a
distinguished teacher.
4. You are over 18 years old.
If you decide to participate in this study, you will be asked to do the following activities:
1. Complete an online survey for 15 minutes.
2. Participate in a 1:1 online interview over Zoom for 45-60 minutes.
3. Review your interview transcript via email for 10-15 minutes.
I will publish the results in my dissertation. Participants will not be identified in the results. I
will take reasonable measures to protect the security of all your personal information. All data
will be de-identified prior to any publication or presentations. I may share your data, deidentified with other researchers in the future.
If you have any questions about this study, please contact me: Nancylwi@usc.edu. If you have
any questions about your rights as a research participant, please contact the University of
Southern California Institutional Review Board at (323) 442-0114 or email irb@usc.edu.

Abstract (if available)

Abstract Full title: Success in the sticky: exploring the professional learning and instructional practices that are sticky for distinguished secondary STEM educators of students historically underrepresented in STEM studies and careers. Abstract: This dissertation investigates the effective instructional practices and professional learning experiences of distinguished secondary STEM educators who work with students from historically marginalized backgrounds. The study explores what makes professional learning "sticky"—that is, memorable and long-lasting— and how these elements support the instructional practices that engage and excite underrepresented students in STEM. Through interviews with nationally recognized STEM teachers, the research identifies key professional learning experiences that have had a lasting impact on their teaching practices. The findings reveal which strategies are most effective for promoting STEM engagement among historically marginalized students and how these educators were able to implement them successfully. The study aims to inform professional learning providers and school leadership teams about the most impactful professional learning structures and experiences, ultimately contributing to improved STEM education outcomes for marginalized students.
By examining the intersection of professional learning and instructional practice, this dissertation adds to the body of knowledge on how to support STEM educators in fostering a passion for STEM in students who have been historically underrepresented in these fields. The research highlights the importance of tailored, high-quality professional learning experiences that address the unique challenges faced by educators of marginalized students, providing actionable insights for enhancing teacher development and student engagement in STEM education. The study is significant in its focus on professional learning that is not only effective but also sustainable, ensuring that teachers can continue to apply and benefit from their learning experiences over the long term. It emphasizes the need for professional learning to be interactive, collaborative, and context-specific, aligning with the unique needs of educators and their students. This dissertation contributes to the ongoing conversation about educational equity, offering strategies to bridge the gap in STEM education for historically underrepresented students and supporting the development of a diverse and skilled STEM workforce for the future.
This study will help improve STEM instruction for students who are underrepresented in STEM studies and careers, improve the professional learning experiences for STEM educators who teach students from marginalized communities and then contribute to the knowledge base of what works for school leaders and professional learning providers and other researchers.

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Asset Metadata

Creator Williams, Nancy L. (author)

Core Title Success in the sticky: exploring the professional learning and instructional practices that are sticky for distinguished secondary STEM educators of students historically…

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Degree Conferral Date 2024-08

Publication Date 09/03/2024

Defense Date 09/03/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Equitable science teaching practices,professional learning,professional learning practices,STEM instructional practices,students underrepresented in STEM,underserved students

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Krop, Cathy (committee chair), Hirabayashi, Kimberly (committee member), Maddox, Anthony (committee member)

Creator Email nancylwi@usc.edu,NR203304@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC11399A6XF

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