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Through every student gaining access to high-quality STEM learning experiences, we can begin to develop a society where all students are STEM literate (Mohr-Schroeder et al., 2020). STEM literacy refers to the integration of STEM disciplines and the tools and knowledge necessary to apply STEM concepts to solve complex problems (Balka, 2011). Thus, it is imperative to disrupt the systems of oppression that are evident in our society to provide each and every student, including minoritized individuals, access to high-quality STEM experiences to develop STEM literacy, which is a critical asset needed by all in today’s world. In 2015, minoritized individuals comprised approximately 38% of the population in the USA (Anderson, 2015), but only made up about 12.7% of the total STEM workforce (Aish et al., 2018). Unfortunately, minoritized students have been marginalized in STEM and within the STEM fields. For the purpose of this paper, minoritized students in STEM are Blacks, Latinx, Native Americans, students with dis(abilities), students in poverty, girls, trans, and non-binary students.
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Given the importance of these outcomes of integrated STEM, it is imperative that each and every student has access to integrated STEM learning experiences, especially minoritized students in STEM and the STEM disciplines. Integrated K-12 Science, Technology, Engineering, and Mathematics (STEM) makes STEM subjects more meaningful (NRC, 2011), increases students’ engagement and interest (Cotabish et al., 2013 Moore, Guzey, & Brown, 2014), and raises student achievement (Barker & Ansorge, 2007 Becker & Park, 2011 Dickerson et al., 2014 Rehmat, 2015 Sullivan, 2008 Venville et al., 2000). The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM.