Focus: Integrate critical frameworks and histories into STEM education research and bring in perspectives, expertise, and experiences from marginalized communities in STEM.
Description: The purpose of this Working Group is to excavate, document, and examine the diversity of constructs that undergird efforts to promote diversity, equity, and inclusion in foundational STEM courses. This group will study how concepts including (but not limited to) “diversity,” “equity,” “inclusion,” “intersectionality,” and “justice” are defined and operationalized in policy, practice, and research. The projects in this Working Group will use a variety of qualitative and quantitative methods to map and examine theoretical and experiential definitions of different constructs related to equity in the classroom and/or in research—and how they may vary by discipline and stakeholder. Doing so, this group will provide other instructors and researchers with accessible frameworks and guidance for how to think through and use more nuanced and dynamic understandings of equity, diversity, and inclusion and related constructs in their work.
For information on upcoming meetings, past meeting notes, and to fill out open polls for scheduling new meetings, please visit our Current Activity wiki on OSF. If you cannot access this page, make sure you have made a (free) OSF account and then email firstname.lastname@example.org to receive access.
- Sara Brownell (email@example.com)
- W. Carson Byrd (firstname.lastname@example.org)
- Susan J. Cheng (email@example.com)
- J. W. Hammond (firstname.lastname@example.org)
The purpose of this project is to systematically survey existing scholarship on “diversity,” “equity,” and “inclusion” (and related constructs) in STEM education scholarship, documenting the heterogeneous ways these terms are defined and used. Data collected from this project through literature reviews and content analyses may also be used to develop a publicly accessible database with metadata that allow stakeholders to search for resources they might use at their local sites to inform teaching and research.
- Stephanie Haley (email@example.com)
- Nita Kedharnath (firstname.lastname@example.org)
- Carson Byrd (email@example.com)
The purpose of this project is to track continuities and discontinuities between working definitions of “equity” and “inclusion,” and how they may vary by stakeholder. This project will draw on and analyze data from the SEISMIC Summer Meeting Presurvey, develop a construct-related survey to administer at SEISMIC institutions, and collect and analyze qualitative interview/focus group data on how different stakeholders think through issues of diversity and inclusion (and related constructs) in their local contexts.
The purpose of this project is to compare the ways that constructs related to diversity, equity, and inclusion are defined and used in and across disciplines outside of STEM education. A comparison of principles from non-STEM disciplines—such as gender studies, disability studies, critical race theory, decolonial theory, etc—will be used to inform the development of a SEISMIC framework for advancing STEM courses and higher education toward social justice. This work will also be used to develop materials for introducing STEM educators to critical frameworks and how these frameworks might be adapted to local contexts so that STEM education can advance diversity, equity, inclusion, and social justice in higher education.
Project 4: Mapping Institutional Resources/ Characterizing Institutional Practice for Diversity & Equity in STEM
- Nikeetha Farfan D’Souza (firstname.lastname@example.org)
This project is focused on developing an inventory that identifies and catalogues the different resources, programs, projects, and offices related to increasing diversity, equity, and inclusion at SEISMIC institutions. A comparison of university resources and the outcomes of these resources can be done to identify the kinds of resources, or characteristics of resources, are particularly effective at improving course and campus climate.