Antiracist Opportunities in the
            <i>Journal of Microbiology and Biology Education</i>
            : Considerations for Diversity, Equity, and Inclusion

Nardi, C. L.

doi:10.1128/jmbe.00151-21

Cited by 3 publications

(2 citation statements)

References 102 publications

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“…It can also increase student engagement ( 12 , 13 ) and help narrow the achievement gap among underrepresented STEM students ( 14 ). Furthermore, this activity aligns with recommendations for a more effective and inclusive immunology education ( 15 , 16 ).…”

Section: Introductionmentioning

confidence: 57%

An undergraduate service-learning project to teach immunology concepts while increasing healthcare equity by enhancing access to stem cell donors among underrepresented populations

Sorisho,

Matias-Gomez,

Baithey

et al. 2024

J Microbiol Biol Educ.

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Active learning has been shown to increase STEM student engagement and decrease the achievement gap among underrepresented students. As a parallel to the lack of equity in STEM education, BIPOC patients who require a life-saving hematopoietic cell transplantation (HCT) are much less likely—sometimes less than half as likely—than individuals of White-European descent to find a suitable donor when using the National Marrow Donation Program (NMDP). The Be the Match (BtM) Registry has made significant improvements in the likelihood of matching underrepresented patients, but the disparity persists. This activity uses a service-learning project to teach undergraduate students about stem cell donation and to add potential stem cell donors to the BtM Registry. A small data set of pre-/post-surveys from one cohort shows learning gains on the topic of HCT. The approach is flexible and scalable, and students overwhelmingly reported the project as a great use of class time and very rewarding.

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Section: Introductionmentioning

confidence: 57%

An undergraduate service-learning project to teach immunology concepts while increasing healthcare equity by enhancing access to stem cell donors among underrepresented populations

Sorisho,

Matias-Gomez,

Baithey

et al. 2024

J Microbiol Biol Educ.

View full text Add to dashboard Cite

show abstract

“…This underrepresentation is particularly pronounced in engineering (Roy, 2019). Meeting the growing demand for STEM jobs, improving social inequality, and addressing additional concerns to improve society (see Nardi, 2021) are the main reasons why broadening participation in STEM is important. Doing so requires innovative strategies to encourage women and URM students to enter undergraduate engineering degree programs and to retain them to graduation, given the climate they face (Campbell-Montalvo et al, 2022c;McGee, 2021).…”

Section: Introductionmentioning

confidence: 99%

Examining how social networks influence women and under-represented minority students’ pursuit of engineering in university: when, who, and how?

et al. 2023

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Background Women and under-represented minority (URM) students continue to be under-represented in STEM and earn the lowest proportion of undergraduate engineering degrees. We employed a mixed methods research approach grounded in social capital theory to investigate when they first consider pursuing engineering as a college degree major, who influences this decision, and how the influence occurs. First, we surveyed 2186 first-year undergraduate students entering engineering programs at 11 universities in the U.S. during the fall of 2014. Next, we interviewed a subsample of 55 women and URM students. Results Survey findings indicated that women were more likely than men to consider pursuing engineering while in high school, before admission into college, or while in college rather than considering it earlier in their education. Black and Latinx students were more likely than white students to consider pursuing engineering after high school. In addition, Black and Latinx students were more likely than white students to identify a school counselor (rather than a family member) as having the most influence on their engineering academic and career decisions. In interviews, women and URM students provided examples of influential people who connected their aptitude and enthusiasm for mathematics, science, and problem-solving to engineering, explained the benefits of being an engineer, and provided advice about engineering academic and career pathways. Conclusions Encouraging earlier consideration of engineering majors, such as during middle school, could allow women and URM students time to take requisite courses and take advantage of college preparatory programming. Likewise, universities can engage in intentional efforts to identify women and URM students with engineering interests and provide guidance. Such efforts should also include connecting them with other women and URM students in engineering. In addition, universities should support K-12 and university personnel in offering advice that can influence students’ decision to declare an engineering major, which could help recruit more women and URM students into engineering.

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AJEDI in Science: Leveraging Instructor Communities to Create Antiracist Curricula

Miller

Kerr

Handelsman

2022

J Microbiol Biol Educ.

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Antiracist Opportunities in the Journal of Microbiology and Biology Education : Considerations for Diversity, Equity, and Inclusion

Cited by 3 publications

References 102 publications

An undergraduate service-learning project to teach immunology concepts while increasing healthcare equity by enhancing access to stem cell donors among underrepresented populations

An undergraduate service-learning project to teach immunology concepts while increasing healthcare equity by enhancing access to stem cell donors among underrepresented populations

Examining how social networks influence women and under-represented minority students’ pursuit of engineering in university: when, who, and how?

AJEDI in Science: Leveraging Instructor Communities to Create Antiracist Curricula

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