Developing STEM teacher leaders for urban contexts: accelerating STEM learning opportunities for Black and Brown youth

Purpose This article discusses a Research-Practice Partnership (RPP) between an urban research university, two local school districts, and community-based science, technology, engineering, and mathematics (STEM) organizations designed to develop and retain 26 STEM teacher leaders. More specifically, it delves into the experiences of five exemplary secondary mathematics and science teachers who have assumed prominent leadership roles. Design/methodology/approach Using the case study methodological approach, this article explores the following research question: In what ways are STEM teachers positioned to take up leadership roles within urban schools, districts, and communities? Findings The findings reveal that the five participants leveraged previous experiences as inspiration to lead within the field of education, assumed various roles beyond STEM teaching for holistic child development, and recognized the importance of mentorship and peer support in their journeys toward leadership. Originality/value This article provides information about a program to prepare STEM teacher leaders in urban contexts. A value is its asset-based framing of urban schools and Black and Brown students. Recommendations for practice and implications for future work are shared to support STEM teacher leaders so that they can thrive in urban contexts.