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Abstract

Formerly incarcerated people routinely encounter systemic hurdles that limit their abilities to participate in educational and career opportunities; those with a passion for STEM often are excluded from STEM education and careers. This article uses Narrative Inquiry to explore the personal journeys of seven justice-impacted individuals who studied and/or pursued careers in STEM fields. Through their stories, we explore how race, education quality, teacher–student relationships, and community dynamics foster education exclusion and can contribute to a sense of alienation from education. Their narratives highlight the intersections between STEM exclusion and the school-to-prison pipeline and how these systems work together to disenfranchise underrepresented populations.

Keywords

STEM deserts school push-out STEM exclusion

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Designing the Divide Authentic Perspectives From the Justice-Impacted Population on STEM Exclusion as a Driver of the School-to-Prison Pipeline

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