Enacting inclusive science: Culturally responsive higher education practices in science, technology, engineering, mathematics, and medicine (STEMM)

Abstract

Novel approaches in higher education are needed to reverse underrepresentation of racial/ethnic groups in science, technology, engineering, mathematics, and medicine (STEMM). Building on theoretical frameworks for practice in diverse learning environments, this study provides evidence for Inclusive Science as a conceptual model that reflects initiatives intended to diversify biomedical research training for undergraduates. Using multiple case study design and cross-case analysis, we analyzed data from 10 higher education sites that were awarded the Building Infrastructure Leading to Diversity (BUILD) grant funded by the National Institutes of Health (NIH). We identified the following dimensions of the Inclusive Science model: promoting participation of diverse researchers; introducing diversity innovations in science and research curriculum; improving campus climate for diversity; providing tangible institutional support; creating partnerships with diverse communities; and integrating students’ social identities with science identity. We illustrate each dimension of the model with examples of campus practices across BUILD sites. While many may doubt that science can be responsive to diversity, the interventions developed by these campuses illustrate how colleges and universities can actively engage in culturally responsive practices in STEMM undergraduate training that integrate trainees’ identities, knowledge of diverse communities, and create a greater awareness of the climate for diversity that affects student training and outcomes. Implications include culturally responsive strategies that many more higher education institutions can employ to support scientific career training for historically excluded groups.

Someone Like Me: A Trial of Context-Responsive Science as a Mechanism to Promote Inclusion

“…These approaches all affirm cultural identities and draw upon them in the creation of scientific knowledge, emphatically rejecting any notions of inadequacy amongst the marginalised. Similarly, Cobian et al (2024) advocate the centring of cultural identity in STEM undergraduate programmes. Evidence of the practical difficulties in implementing these changes in practice is provided by Underwood and Mensah (2018), whose interviews with science teacher educators indicate a recognition of the imperative to enact culturally responsive pedagogies, but, at the same time, reveal a lack of knowledge of how this might be carried out in practice.…”

“…The strategies are intended to show science education to be much more than the transmission of objective facts and to include the development of critical insights into how science has been practised and used. However, Cobian et al (2024) caution that systematic changes in the support and climate in educational spaces are needed alongside curriculum and pedagogic reform if uptake is to be diversified. One under-acknowledged source of support for minoritised students who persevere with science is their community, and initiatives that enable community members to contribute to teaching are a powerful source of affirmation (Aschbacher et al, 2010).…”

“…Disappointingly, given that the activity had been chosen as one of direct relevance, by the time the interventions ended there was no change in the participants' recognition of the impact of the knowledge generated by the activities. This was surprising given the literature, which advocates for culturally relevant pedagogy (Aschbacher et al, 2010;Cobian et al, 2024;Mensah & Moore, 2017).…”