STEMS² draws from a large body of research from various fields. Below is a list of research that has guided the thinking for the development of STEMS².

STEM, Science and Math Education

• Flores, A., Knaupp, J. E., Middleton, J. A., & Staley, F. A. (2002). Integration of technology, science, and mathematics in the middle grades: A teacher preparation program. Contemporary Issues in Technology and Teacher Education, 2(1), 31-39.
• Rogers, C., & Portsmore, M. (2004). Bringing Engineering to Elementary School. Journal of Stem Education: Innovations and Research, 5, 17-28.
• O’Neill, T. B. (2011). Improvisation with/in science: Expanding worlds and lives. In Democratic Science Education (pp. 102–125). New York, New York: Taylor and Francis.
• Calabrese Barton, A., & O’Neill, T. B. (2008). Counter-Storytelling in Science: Authoring a Place in the Worlds of Science and Community. In R. Levinson (Ed.), Creative Encounters: Science and Art. London, England: Welcome Trust.
• Calabrese Barton, A., Tan, E., & O’Neill, T. B. (2014). Science Education in Urban Contexts: New Conceptual Tools and Stories of Possibility. Handbook for Research in Science Education, 2, 246–266.
• Tan, E., Calabrese, B., Kang, H., & O’Neill, T. B. (2013). Desiring a career in STEM‐related fields: How middle school girls articulate and negotiate identities‐in‐practice in science. Journal of Research in Science Teaching, 50(10), 1143–1179.
• Calabrese Barton, A., Kang, H., Tan, E., O’Neill, T. B., Bautista-Guerra, J., & Brecklin, C. (2013). Crafting a Future in Science Tracing Middle School Girls’ Identity Work Over Time and Space. American Education Research Journal, 50(1), 37–75.
• O’Neill, T. B. (2010). Fostering Spaces of Student Ownership in Middle School Science. Equity & Excellence in Education, 43(1), 22–45.
• O’Neill, T. B. (2005). Uncovering student ownership in science learning: The making of a student created mini-documentary. School Science and Mathematics, 105(6), 25–45.

Culture and Multicultural Education

• Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3) 465-491.
• Gay, G. (2010a). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152.
• Gay, G. (2010b). Classroom practices for teaching diversity: An example from Washington State (United States). In Organisation for Economic Co-operation and Development (OECD), Educating teachers for diversity: Meeting the challenge (pp. 257–280). Paris: OECD.
• Gay, G. (2010c). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press.
• Gay, G (2010d). Teaching literacy in cultural context. In K. Dunsmore & D. Fisher (Eds.), Bringing literacy home (pp. 161–183). Newark, DE: International Reading Association.

Sense of Place and Place-Based Education

• Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American educational research journal, 40(3), 619-654.
• Gruenewald, D. A. (January 01, 2003). The Best of Both Worlds: A Critical Pedagogy of Place. Educational Researcher, 32, 3-12.
• Smith, G. A., & Sobel, D. (2014). Place-and community-based education in schools. New York, NY: Routledge.
• Sobel, D. (2004). Place-based education: Connecting classroom and community. Nature and Listening, 4, 1-7.

Indigenous Education

• Kanahele, G. (1986). Kū kanaka: Stand tall. University of Hawaii Press
• Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008-1026.
• Bang, M., Medin, D., Washinawatok, K., & Chapman, S. (2010). Innovations in culturally based science education through partnerships and community. In New science of learning (pp. 569-592). Springer, New York, NY.