Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning. Drawing on theories of consequential learning and critical justice, we analyze ethnographic data from 3 urban middle school classrooms in 2 states during a STEM unit focused on engineering for sustainable communities. Findings describe 2 making present practices students enacted as they engaged in engineering design: modeling ethnographic data and reperforming injustices toward solidarity building. We discuss how these practices supported moments of rightful presence in the STEM classrooms by inscribing youths’ marginalizing school experiences as a part of classroom science discourse and co-opting school science tasks as tools for exposing, critiquing, and addressing these unjust experiences. That which was silent and previously concealed from school authority figures gained a rightful place through the voices and scientific actions of the youth and their allies.

学生因参加STEM和学校教育而遇到的历史性不公正现象，决定了以相应方式学习的机会。在本文中，有人认为，合法存在的建构以及共同建构的“制造当下”实践会引起合法存在的时刻，是一种思考如何理解结果学习的历史性和关系性的方式。基于结果学习和批判正义的理论，我们在STEM单元（重点关注可持续社区工程）期间分析了两个州3个城市中学教室的人种学数据。调查结果描述了2名学生在从事工程设计时所采用的当前实践做法：对人种学数据进行建模，并对建立团结的不公正行为进行表现。我们通过将青少年边缘化的学校经历作为课堂科学论述的一部分，并选择学校科学任务作为揭露，批判和解决这些不公正经历的工具，来讨论这些实践如何支持STEM教室中正确存在的时刻。通过青年及其盟友的声音和科学行动，那些以前被学校权威人士所掩盖的沉默和静悄悄的地位得到了应有的重视。