Enacting inclusive science in STEMM education practices
Read “Enacting inclusive science: Culturally responsive higher education practices in science, technology, engineering, mathematics, and medicine (STEMM),” authored by members of the Coordination and Evaluation Center at the University of California, Los Angeles.
The article was published in January 2024 by PLoS One, an open access journal, and is also available through PubMed.
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.
Citation: Cobian, K.P., Hurtado, S., Romero. A.L., & Gutzwa, J.A. (2024). Enacting inclusive science: Culturally responsive higher education practices in science, technology, engineering, mathematics, and medicine (STEMM). PLoS One, 19(1):e0293953. doi: 10.1371/journal.pone.0293953.
New publication shares results from mentoring intervention that highlights similarities
Read “Amplifying similarity to promote college STEM instructor–student mentoring relationship quality: a cluster randomized trial,” authored by members of the NRMN U01 project, “Studying Inclusive Mentor Networks to Diversify the Biomedical Workforce.”
Can mentoring relationships be improved if mentors and students perceive more commonalities between themselves? A National Research Mentoring Network research team tested that hypothesis through their “Creating Birds of a Feather” intervention, using a pretest-posttest cluster randomized controlled trial with a large and diverse group of instructors and undergraduates enrolled in biological course-based undergraduate research experience courses at 13 universities across the U.S. Read about the results from this study in this new publication.
Citation: Du, W., Lee, H., Broderick, N. A., Aldana, C. C., Estrada, M., Handelsman, J., Maldonado, N., Miller, S., Patterson, M. S., Sandoval, P., & Hernandez, P. R. (2023). Amplifying similarity to promote college STEM instructor–student mentoring relationship quality: a cluster randomized trial. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1293885
The Diversity Program Consortium Coordination and Evaluation Center at UCLA is supported by Office of the Director of the National Institutes of Health / National Institutes of General Medical Sciences under award number U54GM119024.
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