This capstone project examines inequity in STEM (Science, Technology, Engineering, and Mathematics) education as a root cause of the continued underrepresentation and marginalization of minoritized populations in STEM higher education and the STEM workforce. Rooted in a history of systemic oppression, inequity in STEM education reflects larger societal oppression of minoritized communities and a failure to confront the structures that maintain these communities disadvantaged. A conceptual framework of teaching for social justice is introduced as a strategy for better supporting minoritized students and empowering them to be change agents in their communities. Recommendations for interrupting inequity in STEM education include developing a program for teacher recruitment and training, justice-oriented teaching practices, and engaging the local community. By addressing the structures that perpetuate inequities in the education system and providing interventions to challenge and transform these structures, this project offers a model for cultivating an equitable and transformational environment in STEM classrooms that will prepare students to persist in and transform STEM fields and their communities.