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<div>Chapter 1. Introduction and Overview: &nbsp;Teaching and Learning STEM and Social Justice.- Part I Teaching and Learning STEM in Formal Settings.- Chapter 2 Science Made Sensible.- Chapter 3 Te Ropu Awhina: A Model for Building Post-secondary Maori and Pacific STEM Capability in Aotearoa/New Zealand.- Chapter 4.Enhancing Global Research and Education G-STEM at Spelman College.- Part II &nbsp; Teaching and Learning STEM in Informal Settings.- Chapter 5 Recent Research on Science Engagement in Informal Settings in South Africa.- Chapter 6 Recent Research on Science Engagement in Informal Settings in South Africa.- Chapter 7 Science Museums, Science Education and Social Justice.- Part III The Role of Professional Societies.- Chapter 8 Critical contemporary questions for engineering education in an unequal society: Deliberations for the South African Society for Engineering Education (SASEE).- Part IV &nbsp;Lessons Learned &nbsp;and the Way Forward.- Chapter 9 Lessons Learned Across Settings, and the Way Forward.</div><div><br></div>

<div>Cheryl B. Leggon is an Associate Professor in the School of Public Policy at the Georgia Institute of Technology. &nbsp;Dr. Leggon’s research underscores the criticality of disaggregating data by race/ethnicity and gender to develop policy, programs, and practices that enhance the quality of the United States’ science and engineering labor forces. &nbsp;She was elected a Fellow of the American Association for the Advancement of Science (AAAS) for her work on women of color—African American, Mexican American, Puerto Rican, and Native American—in science and engineering in the United States. &nbsp;In 2006, she was elected to membership in Sigma Xi. In 2013, Dr. Leggon was appointed to the Human Resources Expert Panel (HREP), National Center for Science and Engineering Statistics (NCSES) of the National Science Foundation.&nbsp;Before coming to Georgia Tech in 2002, she was Director of Women’s Studies and Associate Professor of Sociology at Wake Forest University and prior to that a Staff Officer in the Office of Scientific and Engineering Personnel, National Research Council, National Academies. Dr. Leggon earned the PhD in Sociology from the University of Chicago, and the BA in Sociology from Barnard College, Columbia University.</div><div><br></div><div>Michael Gaines is Professor of Biology, Assistant Provost for Undergraduate Research and Director of Pre-health Advising and Mentoring at the University of Miami (UM). Gaines earned a B.S. degree at Tulane University and his Masters and Ph.D. degrees at Indiana University. His research is on the effects of grazing and burning on microbial diversity in Kruger National Park in South Africa. Gaines is director of UM’s HHMI Undergraduate Education Program. The major goal of the program is to increase the number of underrepresented students in research careers. He also directs a NIGMS Bridge Program between UM and Miami Dade College (MDC) and an NSF S-STEM Program.&nbsp; Both of these programs aim to increase the number of MDC students who are underrepresented in the sciences transferring to research universities and completing baccalaureate degrees. In addition, Gaines serves as campus coordinator for the NSF Florida-Georgia Louis Stokes Alliance for Minority Participation and the Leadership Alliance Programs.&nbsp; These programs provide research experiences for underrepresented students in STEM. He also directs an NIGMS Initiative for Maximizing Student Development which is a research training program that supports graduate students from underrepresented groups pursuing Ph.D.s. Gaines directs the Science Made Sensible Program which partners UM pre-service teachers with Miami-Dade County in-service middle school teachers to develop science curricula in their classrooms. Gaines teaches undergraduate courses in general biology and bioethics.<p></p></div><div><br></div>

This volume focuses on selected innovative programs designed to augment the science, engineering, engineering and mathematics (STEM) workforce through increasing and enhancing the participation of under-represented groups. The programs span the STEM career pathway—primary, secondary, and tertiary education—and professional development and socialization—in the United States, South Africa, and New Zealand. &nbsp;Similarities as well as differences between and among programs across nations will be systematically analyzed for lessons learned. The conceptualization for this volume developed over the past several years during various international conferences—starting in Havana, Cuba in 2006, and continuing at meetings in Japan (2014), South Africa (2013 and 2015), and New Zealand (2015).<p></p>

<p>Programs, policies, and practices to increase the participation of indigenous groups in science, technology and engineering</p><p>Authors come from diverse backgrounds and professional practice areas</p><p>Discusses a variety of nations and includes programs in formal and informal settings</p>

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