In this paper, we provide a conceptual critique of the various constructs often used to justify policies and/or research to promote equity, diversity and social justice in science education. As research expands in these areas, we seek to provide some clarity to support researchers in deepening their work toward transformative goals in science teaching and learning. First, we explore the ways in which researches often argue "why" equity, diversity or social justice should be addressed, detailing arguments for economic superiority, morality and sociotransformative action. Next, we outline "how" researchers have argued that equity, diversity and social justice should be addressed including approaches such as equal distribution, mandated policy and sociotransformative education. We conclude with some examples of recent research that bring into practice the lesser known of these, the sociotransformative approach, arguing that this approach provides the field of science education research with a more promising way to create sustainable change. The sociotransformative approach is centered on improving the lived experiences of historically marginalized youth and encourages researchers to focus on reporting research as "narratives of engagement." That is, a more representative and balanced analysis of the challenges and successes of teaching and learning in culturally diverse schools and of the responsive (and responsible) role researchers can (and should) play in helping bring about positive social change. This paper helps situate the other articles in this special issue in the larger conversations on equity, diversity and social justice occurring within the field of science education.