ABSTRACT
When equity is an intentional focus for fostering STEM literacy, it is possible to study the ways individuals engage in varied learning experiences and how the outcomes of those experiences align to the knowledge, skills, and dispositions related to STEM literacy. Expanding traditional views of literacy to a modern-day integrative perspective known as STEM literacy reflects the potential for individuals to use all aspects of relevant STEM practices to develop a sense of agency to meet personal goals and contribute to society (power). Through varied learning experiences (access), individuals have agentic (Bandura, 2001) opportunities to participate, project STEM identities (identity), and pursue STEM pathways (achievement). This chapter addresses the current definitions of STEM literacy and why it is important to have a STEM-literate society.
