ABSTRACT
This chapter explores the concept of the "leaky pipeline" in K-12 STEM education, highlighting the loss of students, particularly those from marginalized groups, before graduation and STEM careers. It challenges the notion of the pipeline as inherently flawed and suggests that systemic inequalities are at its core. The chapter advocates for a culture of sensemaking in STEM, emphasizing inclusion, diversity, and deep listening. Sensemaking, a cognitive and sociocultural process, is proposed to foster comprehensive understanding and inclusivity in STEM learning environments. The text underscores the importance of equitable pedagogy that values diverse forms of sensemaking and communication, promoting belonging and empowerment among underrepresented groups. It discusses the Next Generation of Science eXemplar Project as a promising approach for equity-oriented professional development, emphasizing productive talk and collaborative learning. The chapter concludes by addressing challenges and opportunities in scaling up equitable STEM education and promoting systemic infrastructures for capacity building.
