I study underrepresented groups and their teachers in STEM, literacy, and exceptional º¬Ðß²ÝÑо¿Ëù contexts. My research aims to center the voices of marginalized learners, particularly women and girls, as well as individuals who identify as Black, Latino/a/x, or Native American (BLNA), highlighting and affirming the cultural, ancestral, linguistic, scientific, and historically-divergent knowledge profiles that are significantly erased in their classrooms. I investigate, lead, and co-facilitate this work, primarily in the United States and Cuba. The following terms describe my scholarship: *Science/STEM Education, *[International] Teacher Education, *Ancestral STEM/computing knowledge, *Culturally responsive, culturally relevant, and culturally sustaining pedagogies, *anti-racist, race-visible teaching, *STEM [teacher] recruitment/retention, *Interdisciplinary and Digital Literacy, *[Black] ESOL/English Learners and dialect shifting, *Teacher attitudes/dispositions toward under-represented groups, and *The HBCU Experience.
