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Rather than engaging students in more fluid and malleable content experiences, science, technology, engineering, and mathematics (STEM) content is presented as a stoic realm in which learners are mere visitors as opposed to full participants. The connection between culture and content falls short of allowing for the plethora of cultures, backgrounds, and experiences diverse students bring to the classroom. Furthermore, even fewer can effectively demonstrate this connection in STEM-related subject areas. Culturally responsive sustaining pedagogy (CSP) can allow STEM educational spaces to be opened to diverse learners at all educational levels, fostering a more socially just and pluralistic society. STEM Education and Culturally Sustaining Pedagogies: Research, Practices, and Critical Reflections explores these theories by illuminating empirical research regarding the intersectionality of STEM and CSP and offering practical examples and critical reflections to the field. It revolutionizes the STEM educative experiences of diverse learners and welcomes them to these fields of study and career pathways. Covering topics such as cross-state collaboration, student-driven learning, and family-teacher relationships, this book is an excellent resource for teachers, educators, sociologists, academicians, researchers, scientists, and more.