Re-Envisioning the Culture of Undergraduate Biology Education to Foster Black Student Success: A Clarion Call

Morton, Terrell R.; Agee, Wesley; Ashad-Bishop, Kilan C.; Banks, Lori D.; Barnett, Zanethia Choice; Bramlett, Imari D.; Brown, Briana; Gassmann, Walter; Grayson, Korie; Hollowell, Gail P.; Kaggwa, Ruth; Kandlikar, Gaurav S.; Love, Marshaun; McCoy, Whitney N.; Melton, Mark A.; Miles, Monica L.; Quinlan, Catherine L.; Roby, ReAnna S.; Rorie, Checo J.; Russo-Tait, Tatiane; Wardin, Ashlyn M.; Williams, Michele R.; Woodson, Ashley N.

doi:10.1187/cbe.22-09-0175

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2024

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Cited by 9 publications

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“…Importantly, attempts at depoliticization which preclude discussion of social and political topics reinforce dominant ideologies and norms while communicating to individuals with marginalized identities that they are not welcome, and therefore do not actually remove social and political contexts ( Cech, 2013 ; King et al. , 2023 ; Morton, 2023 ; Morton et al. , 2023 ).…”

Section: Discussionmentioning

confidence: 99%

Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits

Busch,

Bhanderi,

Cooper

et al. 2024

LSE

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Section: Discussionmentioning

confidence: 99%

Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits

Busch,

Bhanderi,

Cooper

et al. 2024

LSE

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Exam reform: an opportunity for the redistribution of academic power

Crowther,

Wiggins

2024

J Microbiol Biol Educ.

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Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to further the understanding of exam practices that can unjustly hold students back. Through theory and practical examples, we consider the numerous ways in which power manifests both on and off the pages of the exams themselves, as well as ways in which power is consolidated away from students through logistical norms and tradeoffs. Centering the “rules of the culture of power” as delineated by Dr. Lisa Delpit, we reflect on exam practices that prioritize faculty voice and faculty convenience above student learning and student identity. We share some of what we have learned from our students as part of a call to improve STEM education by relinquishing some of our exam-related power over students, redistributing it to students so that they have more power to shape their own education.

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A Model for Emotional Intelligence in Biology Education Research

Tea,

Ovid

2024

LSE

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Re-Envisioning the Culture of Undergraduate Biology Education to Foster Black Student Success: A Clarion Call

Abstract: The Re-Envisioning Culture Network is a space dedicated to transforming the culture of undergraduate biology education to bolster Black student experiences and outcomes. This paper provides the REC Networks call to action for the field to engage in cultural transformation processes.

Cited by 9 publications

References 89 publications

Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits

Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits

Exam reform: an opportunity for the redistribution of academic power

A Model for Emotional Intelligence in Biology Education Research

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