That None Shall Perish

Mack, Kelly M.; Winter, Kate

doi:10.1108/978-1-78743-405-920191001

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…As an example, the American Association of Colleges and Universities (AAC&U) emerges as a national exemplar in shifting stakeholders, namely faculty and university administrators, from relying too heavily on over-prescribed "tools" to knowing and trusting themselves as undergraduate STEM reformers; and from overgeneralizing their lived experiences to building their capacity to critically question, examine, and understand the uniqueness of their institutional contexts. AAC&U's TIDES Institute (Mack et al, 2019; American Association of Colleges and Universities, 2023b) and Project Kaleidoscope STEM Leadership Institute (American Association of Colleges and Universities, 2023a) are designed to shape faculty and administrators through reflection and professional development around leadership for change. In another example, the American Physical Society and the American Association of Physics Teachers have collaborated to develop a comprehensive guide, Effective Practices for Physics Programs (EP3), to promote unit-level reflection and student-centered systemic improvement, These examples illustrate how disciplinary societies and associations can become advocates for humanized undergraduate STEM education and also provide scaffolding for change in stakeholders at other levels of the ecosystem.…”

Section: Disciplinary Societies and Associationsmentioning

confidence: 99%

Humanizing STEM education: an ecological systems framework for educating the whole student

Yao,

Follmer Greenhoot,

Mack

et al. 2023

Front. Educ.

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STEM higher education in the U.S. has long been an uninviting space for minoritized individuals, particularly women, persons of color, and international students and scholars. In recent years, the contemporary realities of a global pandemic, sociopolitical divides, and heightened racial tensions, along with elevated levels of mental illness and emotional distress among college students, have intensified the need for an undergraduate STEM education culture and climate that recognizes and values the humanity of our students. The purpose of this article is to advance a more humanized undergraduate STEM education and to provide a framework to guide efforts toward achieving that vision. We argue that humanizing approaches recognize and value the complexity of individuals and the cultural capital that they bring to their education, and that this is particularly important for empowering minoritized students who are subordinated in status in STEM higher education. A STEM education that centers students’ humanity gives rise to equity and promotes human well-being and flourishing alongside knowledge acquisition and skill development. We then offer a guiding framework for conceptualizing the broader ecosystem in which undergraduate STEM students are embedded, and use it to outline the individual and collective roles that different stakeholders in the ecosystem can play in humanizing STEM education.

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Section: Disciplinary Societies and Associationsmentioning

confidence: 99%

Humanizing STEM education: an ecological systems framework for educating the whole student

Yao,

Follmer Greenhoot,

Mack

et al. 2023

Front. Educ.

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“…Additionally, the current STEM culture and the underrepresentation of Black, Latinx, and Indigenous people in STEM leads to missing critical contributors, which permeates the continued pattern of structural bias within the field. As a result, many students of color feel isolated, invisible, marginalized, and lack belongingness (Mack et al, 2019). Discrimination and reduced participation of URMs in STEM fields result in limited quantity and diversity of intellectual capital available in these fields (Ballenger et al, in press;McKim et al, 2017;Nilsson, 2017).…”

Section: Dealing With Structural Racismmentioning

confidence: 99%

Leveling the Playing Field

Friedrich

Jenkins²

2021

Journal of Urban Mathematics Education

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As a White cis-gender woman and an African American cis-gender woman who are educators and emerging scholars in the field of science, technology, engineering, and mathematics (STEM) education, we come together to review Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation by Ebony Omotola McGee. This book review is based on our understanding of the inequities in the field of STEM education and the effects of these inequities on mathematics education. We invite the reader to join us in this conversation of recognizing the hardships and embracing the success of underrepresented racialized minority students in mathematics and other fields of STEM.

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“…CRPs break down the false dichotomy of STEM problems as strictly "technical" or "social" and play a key role in connecting science with real-world and community problems [18], [19]. This enables students to develop their science and cultural identities without conflicts and improves the students' self-efficacy, belonging, and identity to STEM [17], [18], [20], [21].…”

Section: Culturally Responsive and Sustaining Pedagogymentioning

confidence: 99%