Presented By: CRLT-Engin
Broadening Participation in STEM: Research-Based Strategies for Institutions and Faculty
Dr. Lindsey E. Malcom-Piqueux
Dr. Lindsey E. Malcom-Piqueux
Research Associate Professor and Associate Director for Research and Policy
Center for Urban Education, University of Southern California
For all interested individuals.
Tuesday, May 9, 2017
10:00-11:15 am
Rackham Assembly Hall
For quite some time, researchers and practitioners have sought to understand the complex factors that contribute to persistent inequities in access and outcomes in STEM undergraduate education. Armed with in-depth knowledge of the causes of these equity gaps, institutions and faculty seek to provide students from historically underrepresented populations with the support they need to enter into, persist, and complete STEM degree programs. Though progress has been made in increasing the participation of historically underrepresented students in STEM, this progress is uneven and inconsistent, varying across fields and by student population.
Based on an in-depth historical analysis of efforts to broaden participation in STEM, Dr. Malcom-Piqueux argues that efforts to close equity gaps in STEM fields have faltered because of their reliance on traditional, deficit-based perspectives of student success. Drawing upon research conducted at numerous higher education institutions in partnership with STEM faculty, I offer an alternative approach to understanding and addressing equity gaps through equity-minded practice. Equity-minded practitioners call attention to patterns of inequities in student outcomes, view these inequities as “problems of practice,” not “problems with students,” and feel a personal and collective institutional responsibility to address them. Equity-minded practitioners also question their own assumptions about students and student experiences, recognize implicit biases and explicit stereotypes that can harm student success, and continually reassess their practices to create change. The presentation will present research-based strategies for equity-minded practice in STEM education, both inside and outside of the classroom.
Research Associate Professor and Associate Director for Research and Policy
Center for Urban Education, University of Southern California
For all interested individuals.
Tuesday, May 9, 2017
10:00-11:15 am
Rackham Assembly Hall
For quite some time, researchers and practitioners have sought to understand the complex factors that contribute to persistent inequities in access and outcomes in STEM undergraduate education. Armed with in-depth knowledge of the causes of these equity gaps, institutions and faculty seek to provide students from historically underrepresented populations with the support they need to enter into, persist, and complete STEM degree programs. Though progress has been made in increasing the participation of historically underrepresented students in STEM, this progress is uneven and inconsistent, varying across fields and by student population.
Based on an in-depth historical analysis of efforts to broaden participation in STEM, Dr. Malcom-Piqueux argues that efforts to close equity gaps in STEM fields have faltered because of their reliance on traditional, deficit-based perspectives of student success. Drawing upon research conducted at numerous higher education institutions in partnership with STEM faculty, I offer an alternative approach to understanding and addressing equity gaps through equity-minded practice. Equity-minded practitioners call attention to patterns of inequities in student outcomes, view these inequities as “problems of practice,” not “problems with students,” and feel a personal and collective institutional responsibility to address them. Equity-minded practitioners also question their own assumptions about students and student experiences, recognize implicit biases and explicit stereotypes that can harm student success, and continually reassess their practices to create change. The presentation will present research-based strategies for equity-minded practice in STEM education, both inside and outside of the classroom.
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