I study underrepresented groups and their teachers in STEM, literacy, and exceptional education 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.
