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This article builds upon prior work by suggesting how public, K-12 education systems across the United States can address longstanding opportunity gaps in STEM education. More specifically, we bring together the work of critical perspectives in education, STEM pathway research, as well as best practices from teaching and learning scholarship. We suggest that through critical, interconnected, and aligned approaches to pedagogy, curricula, and instruction, educators can effectively advance the holistic success of Black youth. We begin by summarizing some of the systemic barriers to STEM pathways for Black students. We then highlight how extant studies have pointed to 3 essential teaching and learning strategies that empower Black youth toward academic, social, and civic engagement. We suggest that through: (1) culturally responsive, relevant, and sustaining pedagogies, (2) problem- and project-based, participatory curricula, and (3) a commitment to civic action and civic engagement, we can reduce and one day remove STEM opportunity gaps. When this collection of practices is offered to students in holistic ways through in and out-ofschool opportunities, studies have shown the positive impact that these teaching and learning approaches can have on Black students' experiences, engagement, and academic success outcomes throughout the K-12 pathway. [ABSTRACT FROM AUTHOR]

Institutional and structural barriers that hinder the mathematical potential of Black students were uncovered in this review of literature. Moreover, it underscored the significance of quality math pathways for Black students pursuing Science, Technology, Engineering, or Math (STEM) careers in higher education. The research showed that Black students in the K-12 STEM pipeline were exposed to racialized classroom experiences, teacher biases, and lower academic expectations. Furthermore, tracking policies, and inequitable access to high quality math teachers, resources, and curricula emerged as some of the mechanisms that influenced Black students continued academic engagement with math. Additionally, revealed in this review was the critical need for early and successful student engagement with math in the K-12 pipeline, and for early quality math experiences that could lead to successful secondary and college outcomes for Black students. The findings have significant implications for future generations of Black scientists, engineers, mathematicians, and their teachers. [ABSTRACT FROM AUTHOR]