Ighodaro and Wiggan (2011) coined the term “curriculum violence” to describe the damaging ideological effects of hegemonized curricula on U.S. students. In this sense, science, technology, engineering, and math (STEM) violence captures the insidious and pervasive harm done to Black and Brown [Latinx] students in mathematics and science fields. STEM violence is characterized by minority student underrepresentation, falsified and/or omitted cultural history, limited course offerings, and inaccessible career pipelines. Since STEM is considered an equalizer, meaning greater access typically leads to increased social mobility (Cromley, 2009), any disparities in equitable science instruction should be assessed and mediated. As mentioned in the earlier chapters of this book, critical race structuralism (CRS) is an empowering framework for examining issues of diversity through a humanistic lens. To that end, one of the most glaring issues in STEM is the lack of diversity.