“It's Kind of My Responsibility”: An Analysis of the Current EDI Discourse in Canadian STEM Fields and its Potential and Limitations to Contest Intersectional Discrimination

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Mirjam Fines-Neuschild, Tanja Tajmel
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Abstract

Since 2019, equity, diversity, and inclusion have become institutional priorities for Canadian funding agencies and universities under the acronym EDI. Here, we examine for the fields of science, technology, engineering, and mathematics (STEM) how the current EDI discourse unfolds in scientists’ understandings as EDI construct. This study presents data collected through 18 online interviewswith researchers in STEM fields across Canada. For our analysis we apply critical discourse analysis and the matrix of domination. Four themes emerge from our data regarding STEM researchers’ understanding of and experience with the EDI construct: (a) EDI astrainable knowledge, (b) EDI as human resources/managerial issue, (c) EDI as assessable performance, and (d) EDI as individual initiative/lonely endeavour. Our findings suggest that the EDI discourse increases the awareness of the underrepresentation ofgroups in STEM fields. However, most interview participants demonstrate an essentialist understanding of identity decontextualized from institutional and structural processes of difference making along axes of gender, race, class, and body, amongst others. This critical discourse-analytical work contributes to an intersectional, power-acknowledging understanding of EDI in Canadian highereducation.
"这算是我的责任":分析加拿大科学、技术、工程和数学领域当前的 EDI 话语及其在反对跨学科歧视方面的潜力和局限性
自 2019 年以来,公平、多样性和包容性已成为加拿大资助机构和大学的机构优先事项,缩写为 EDI。在此,我们针对科学、技术、工程和数学(STEM)领域,研究当前的 EDI 话题如何在科学家对 EDI 构建的理解中展开。本研究通过对加拿大 STEM 领域的研究人员进行 18 次在线访谈收集数据。在分析中,我们运用了批判性话语分析和支配矩阵。从我们的数据中,我们发现了关于 STEM 研究人员对 EDI 概念的理解和经验的四个主题:(a) EDI 是可培训的知识,(b) EDI 是人力资源/管理问题,(c) EDI 是可评估的绩效,(d) EDI 是个人主动性/孤独的努力。我们的研究结果表明,EDI 的论述提高了人们对 STEM 领域群体代表性不足的认识。然而,大多数访谈参与者都表现出对身份的本质主义理解,这种理解脱离了以性别、种族、阶级和身体等为轴心的制度性和结构性差异制造过程。这项批判性话语分析工作有助于对加拿大高等教育中的 EDI 进行交叉性的、承认权力的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Canadian Journal of Higher Education
Canadian Journal of Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
14.30%
发文量
30
审稿时长
44 weeks
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