As we celebrate 80 years of the National Science Teaching Association, one of our biggest achievements is centering Diversity, Equity, and Inclusion (DEI) as a core vision throughout our strategic plan. DEI is not a standalone bucket or isolated committee; it is a cemented part of our vision that celebrates diversity and inclusion in science education. However, the words diversity, equity, and inclusion have become trigger words in education, but their importance in science education cannot be overstated. Let’s reflect on what the opposite of DEI is: Same, Inequity, and Exclusion. As an organization, that is certainly not a positive direction to ensure equitable access to science education. Therefore, our charge as we enter the next 80 years is to create pathways to science education that embrace all students and ensure increased access and opportunities in science education. 

The work of creating equitable access to science education is deeply rooted in a systemic approach that challenges the status quo and promotes real change. In this blog post, we will explore how NSTA is leading this charge by highlighting our Social Justice Series: "Beyond Representation: Nurturing Belonging and Social Justice in Science Education." This series built upon previous offerings hosted in 2021 and served as  a four-part, interactive, virtual professional learning jointly hosted by NSTA’s Committee on Multicultural Education/Equity in Science Education and the Association for Multicultural Science Education, addressing key questions and confronting difficult conversations when considering DEI.

The return on investment (ROI) for DEI extends far beyond immediate results, yet it's often the first area to suffer budget cuts. As one participant in NSTA’s Social Justice Series said, “The decision to stop funding reinforces institutional structures that disenfranchise and discriminate against our students, staff, and community members of color.” This quote reflects the dangers of deprioritizing DEI, highlighting how a lack of investment in these areas perpetuates systemic inequities.

A recent study from Dr. Daniel Morales-Doyle showed that a curriculum focused on environmental racism empowered students to connect science with social justice. Imagine the impact of not engaging in these critical conversations: Students would lose the opportunity to see how science intersects with their lived experiences. When evaluating the ROI for DEI efforts, it’s easy to overlook the long-term impact in favor of immediate gains. For science educators, creating a more inclusive learning environment doesn't just benefit marginalized students; it strengthens the entire classroom.

Creating inclusive science classrooms means building environments where students not only see themselves reflected on the walls, but also feel seen, valued, and capable in the learning process. During our Social Justice Series, NSTA was able to celebrate a full panel of Black scientists: Dr. Tiffany Oliver, geneticist; Dr. Crystal Bray, physicist; and NSTA’s very own Dr. Angela Osuji, chemistry teacher. These scientists from across the country shared their experiences from education to industry. This shift from tokenism to inclusion requires intentionality in curriculum design, mentorship, and authentic engagement with students' unique experiences. For instance, partnerships with Historically Black Colleges and Universities (HBCUs) or organizations like SACNAS (Society for Advancement of Chicanos/Hispanics and Native Americans in Science) can create meaningful pathways for underrepresented students to engage in science. During this panel discussion on equitable access to STEM, a Black female scientist shared her journey of being the only woman of color in her physics team. She emphasized the importance of mentorship, saying, “I didn’t see anyone who looked like me in the field. If it weren’t for a mentor who believed in my potential, I would’ve walked away.”

From the Flint water crisis to the devastating fires in Maui, the environmental injustices faced by communities of color are rooted in scientific realities. It's a common misconception that culturally responsive teaching is reserved for social studies or ethnic studies classes; however, as science educators, we must emphasize the relevance of science to real-world problems, particularly those that disproportionately affect marginalized populations. Science educators can teach through a culturally responsive lens by integrating real-world issues that impact diverse communities into their curriculum, aligning with Next Generation Science Standards. For instance, when teaching about the Earth's systems (ESS3.C: Human Impacts on Earth Systems), educators can explore local environmental issues such as air pollution in urban areas or the impact of water contamination on Indigenous communities. A high school science teacher revamped her environmental science unit by incorporating her students’ experiences with local water pollution issues—issues directly tied to the environmental racism her students' communities face. This connection not only made the material more engaging, but also helped students see the relevance of science to their own lives. 

Teaching through a culturally responsive lens means deeply understanding and integrating students' lived experiences into the curriculum. One NSTA participant highlighted the critical need for self-awareness among educators: “Teachers need to recognize their own implicit biases—and develop their understanding of students’ backgrounds and experiences.” This is why science educators are not exempt from culturally responsive teaching. Science doesn’t exist in a vacuum: It’s deeply intertwined with society and the systemic issues affecting our world. 

Dr. Sharon Delesbore from the Association of Multicultural Science Education and NSTA President Dr. Alicia Conerly walked our participants through creating a foundational definition for social justice in science. Social justice in science education means more than just teaching equitable lessons: It requires a commitment to dismantling the barriers that prevent marginalized students from thriving. At NSTA, we have committed to embedding social justice into our work. The Committee on Multicultural/Equity in Science Education is not just a standalone entity: It is fully integrated into our strategic plan to address DEI system-wide. The NSTA Board started the year with courageous conversations about identity, race, and our collective purpose as an organization. This foundation is essential for creating science education spaces that reflect the diverse world we live in. By incorporating student-led projects on social justice issues like climate change, air pollution, and access to clean energy, teachers are able to create a more inclusive and relevant learning experience. Our role as educators is to honor those perspectives, incorporate them into our teaching, and build systems that allow students from all walks of life to thrive in science. Creating a foundational definition of equity and social justice in science means understanding that every student brings valuable perspectives shaped by their backgrounds and experiences. 

As NSTA continues to embrace diversity, we celebrate the strides we’ve made with diverse board members, a DEI-focused vision, and a strategic plan that champions inclusion. But the work isn’t done. Celebrating DEI means creating classrooms and science communities where every student feels they belong and can thrive. Through intentionality, collaboration, and commitment, we will continue to build a future in science education that truly reflects the diverse world we live in.

Morales‐Doyle, D. 2017. Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation. Science Education 101(6): 1034–1060. https://doi.org/10.1002/sce.21305.

Dr. Leena Bakshi McLean is the director of NSTA’s Multicultural Education and Equity Committee and is the founder and executive director of STEM4Real, a nonprofit focused on justice-centered, culturally relevant STEM education.