A Program Aimed toward Inclusive Excellence for Underrepresented Undergraduate Women in the Sciences

Katz, Laura A.; Aloisio, Kathryn; Horton, Nicholas J.; Ly, Minh; Pruss, Sara B.; Queeney, K. T.; Rowen, Cate; DiBartolo, Patricia Marten

doi:10.1187/cbe.16-01-0029

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…Ghee et al (2018) focuses on professional development activities for students at minority-serving institutions, closely tracking the success of these students through career pathway measures. Finally, a comparison study by Katz et al. (2017) convincingly demonstrates STEM persistence for female students of color in particular.…”

Section: Discussion Implications and Directions For Future Researchmentioning

confidence: 82%

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

Krim

Coté

Schwartz

et al. 2019

LSE

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In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K–12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or misalignments between goals and measured outcomes. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K–12 instructional practices, and 4) measurement of impact on K–12 instructional practices.

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Section: Discussion Implications and Directions For Future Researchmentioning

confidence: 82%

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

Krim

Coté

Schwartz

et al. 2019

LSE

View full text Add to dashboard Cite

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“…For instance, mentoring for gender equality tends to focus on the basic idea of a woman, not the multiple expressions of womanhood (Thomas et al, 2015). The Katz et al (2017) examination of Smith College's Achieving Excellence in Mathematics, Engineering, and Science (AEMES) scholars program highlights the outcomes for undergraduate WOC. Notably, in a study on creating inclusive learning environments to excel, the criteria for WOC implied traditional gender norms.…”

Section: Catch-all Approachmentioning

confidence: 99%

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Nkrumah

Scott

2022

IJ STEM Ed

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Mentoring initiatives for undergraduate and graduate women of color (WOC) have provided peer-to-peer relationships and counterspaces to disrupt the inequitable treatment of students in STEM higher education (HE). This literature synthesis explores intersectionality in STEM HE mentoring through pursuing the following research questions: (1) What impact do the social contexts of WOC have on their mentoring experiences in STEM HE? (2) What role does intersectionality play in the structural organization of WOC mentoring models in STEM HE? (3) How has intersectionality shaped the life experiences of WOC mentors and mentees? and (4) How can mentoring models utilize intersectionality to incorporate the experiences of WOC in STEM HE? Thematic findings from literature related to STEM HE mentoring suggest a reinforcement of deficit mentoring models (Fix the URM), a symbolic application of intersectionality (branding gender–race), and a lack of paradigmatic shifts (catch-all). Our specific recommendations presented in this article challenge the epistemic oppression and epistemic violence that current STEM HE mentoring models operationalize.

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“…This supports research conducted by Shin, Levy, and London (2016) where women reported an increase in perceived fit in STEM after reading biographies of successful STEM role models who were also women and findings from Herrmann et al (2016) where women were more likely to persist in STEM courses after reading letters of encouragement from women role models. Aside from traditional one-onone mentoring programs (Carpi et al 2017), there are also successful mentoring groups specifically for minority groups (Katz et al 2017;Snead-McDaniel 2010), and communal mentors (Fuesting and Diekman 2017).…”

Section: Learning Communitiesmentioning

confidence: 99%

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Blackburn

2017

Science & Technology Libraries

262

155

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Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the experiences of women in STEM programs in higher education. This paper presents a thematic review of the literature regarding their status from 2007 to 2017 including journals, trade magazines, theses, and dissertations. It focuses on areas of recruitment, retention, barriers, and faculty issues. Stereotypes, biases, campus culture, classroom experiences, identity, and sense of belonging are also explored. The author additionally identifies gaps and suggests related areas for new research as well as implications for librarians.

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A Program Aimed toward Inclusive Excellence for Underrepresented Undergraduate Women in the Sciences

Cited by 7 publications

References 18 publications

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

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