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Federal education policy reports in science and mathematics education have treated Students of Color consistently over the past two decades, addressing the underrepresentation of minorities in science, technology, engineering, and mathematics (STEM) fields with little regard to actual issues of race and ethnicity. We examine how 17 federal education policy briefs focusing on STEM have addressed issues of equity with regard to Students of Color. We use a critical race theory lens to interpret and understand our findings. We find that the documents used broadly defined, racially essentializing terms; that discourse surrounding race fluctuated, perhaps cyclically, over time; and that arguments for inclusive STEM education were made predominantly from a one‐sided economic perspective, favoring the owners and operators of STEM enterprises.

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Topics of diversity, equity, and inclusion continue to be accepted yet highly debated issues on college campuses. Seemingly, hiring of diverse faculty is a priority that many college campuses attempt without much regard to the organizational mechanisms which provide faculty of color support for success. One School of Education in a western land grant institution embarked on a cluster hiring process that centered diversity, equity, and inclusion as part of their position priorities. Using critical race theory, this paper provides (counter)narratives to unearth and understand the complexities of hiring diverse faculty in a cluster hire process. Discussion and recommendations are provided for future practice.