ABSTRACT
This chapter draws on critical race theory and the experiences of people from marginalized groups in STEM to support the need for intersectionality in STEM education research. It also offers a critique of apolitical discipline-based STEM education research and integrated STEM education that fails to consider intersectionality. The authors identify ways in which STEM education researchers can facilitate collaboration across education equity communities and conduct research with the power to mitigate oppressive forces in STEM education and in the STEM workforce.
