An Examination of Inclusivity and Support for Diversity in STEM Fields

Abstract

The lack of diversity in STEM professions is an ongoing concern for the US both in terms of social justice and in having a globally competitive workforce. This study provides information for campus leaders to be proactive in considering a wide array of identities to meet the needs of students beyond attending to structural forms of diversity. Data from a large-scale, multi-institution study of students' perceptions of inclusive coursework and institutional commitment to diversity in STEM fields furthers what we know about diversity in these majors. Results encourage campus leaders to additionally consider sexual orientation and disability status in conversations about diversity and to think about how culturally engaging and inclusive courses go beyond the content of the course. DIVERSITY IN STEM 3 An Examination of Inclusivity and Support for Diversity in STEM FieldsThe lack of diversity in science, technology, engineering and math (STEM) professions is an ongoing concern for the United States both in terms of social justice and in having a globally competitive workforce (National Academy of Sciences [NAS], National Academy of Engineering, & Institute of Medicine, 2011). In order to compete globally, the U.S. will need to increase the overall enrollment, persistence, and representation of people of color in STEM majors (President's Council of Advisors on Science and Technology [PCAST], 2012). Enrollment and persistence of diverse students in STEM majors in college is a critical component in diversifying STEM (NAS, et al, 2011). Greater compositional diversity in college is also beneficial for students and related to greater student recruitment and retention

Bridging the Gap: Progressive Teaching Strategies for Gender Equity in STEM Education

“…Respondents emphasized the critical need for inclusivity in STEM education and the importance of dismantling barriers to ensure equal opportunities for all genders. This aligns with BrckaLorenz et al [34], who stress the importance of recognizing diverse voices and fostering equal opportunities in STEM. Moreover, the commitment of one respondent to challenging societal expectations regarding gender and career choices echoes the findings of Andrews and Boklage [35], who emphasize the role of societal expectations in influencing STEM career paths.…”

Inclusion in practice: a systematic review of diversity-focused STEM programming in the United States

“…However, the slow progress at improving diversity in STEM over the past 40 years (Kanny et al, 2014;Hall & Sandler, 1982;NCSE, 2021;Ong et al, 2011) despite the increasing prevalence of SIPS (Rincón & George-Jackon, 2016a, 2016b suggests that scaling these programs alone is insufficient to achieve equitable representation. The program features identified do not show the full breadth of actions that program-running institutions can and should take to promote diversity in STEM and tackle discrimination in the world of academia and beyond (Allen-Ramdial and Campbell, 2014;BrckaLorenz et al, 2021;George et al, 2019;McGee, 2020). While this systematic review primarily focuses on programs implemented within existing systems or institutions, what may really be necessary to remedy this issue sustainably is a fundamental change in the way that these systems and institutions operate (López et al, 2022;McGee, 2016McGee, , 2020Miriti, 2020;National Academies of Sciences, Engineering, & Medicine, 2016;Robinson, 2022;Whittaker & Montgomery, 2012).…”

Culturally engaging courses and campuses for LGBQ+ issues.

“…In understanding diversity and inclusivity for LGBQ+ students, we approached examining student experiences of inclusion or exclusion through three intersecting lenses: representational diversity, culturally engaging courses, and campus culture (BrckaLorenz, Haeger, & Priddie, 2019; Figure 1). These three lenses are conceptualized in a nested model because they both build on each other and are dependent on one another.…”

“…In order to inform this study’s design, we reviewed scholarship relevant to our topic of interest: the impact of curricular inclusion of LGBQ+ issues. Namely, guided by the BrckaLorenz et al’s (2019) nested model for diversity and inclusion (see Figure 1), we found it important to survey the literature relevant to the two lenses that were most pertinent to the research questions. Consequently, we first examine the existing literature on the ways that LGBQ+ collegians experience their campus environments before exploring the scholarship on inclusive curricular environments with a specific focus on LGBQ+ students.…”

“…Recognized in BrckaLorenz et al’s (2019) nested model, culturally engaging courses are key to promoting matters of diversity and inclusion on college campuses. Noted previously, culturally responsive pedagogical approaches can substantially shape the experiences of minoritized individuals (Aronson & Laughter, 2016; Kiyama & Rios-Aguilar, 2017; Ladson-Billings, 2006).…”