Cbe-Life Sciences Education最新文献_第6页

A Multi-institutional Cluster Analysis to Identify Groups of Courses with Exemplary Opportunity Gaps for Undergraduate Students in the Biological Sciences. 通过多机构聚类分析，为生物科学专业的本科生确定具有示范性机会差距的课程组。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0051

Kameryn Denaro, Marco Molinaro, Stefano Fiorini, Rebecca L Matz, Chris Mead, Meryl Motika, Nita Tarchinski, Montserrat Valdivia Medinaceli, W Carson Byrd, Benjamin Koester, Hye Rin Lee, Timothy McKay, Brian K Sato

{"title":"A Multi-institutional Cluster Analysis to Identify Groups of Courses with Exemplary Opportunity Gaps for Undergraduate Students in the Biological Sciences.","authors":"Kameryn Denaro, Marco Molinaro, Stefano Fiorini, Rebecca L Matz, Chris Mead, Meryl Motika, Nita Tarchinski, Montserrat Valdivia Medinaceli, W Carson Byrd, Benjamin Koester, Hye Rin Lee, Timothy McKay, Brian K Sato","doi":"10.1187/cbe.24-02-0051","DOIUrl":"10.1187/cbe.24-02-0051","url":null,"abstract":"Examining institutional data from seven cohorts of students intending to major in biology across five research-intensive institutions, this work analyzes opportunity gaps-defined as the difference between the grade received by students from the dominant and nondominant sociodemographic groups in institutions of higher education-at the course-section level across mathematics, physics, biology, and chemistry disciplines. From this analysis, we find that the majority of course sections have large opportunity gaps between female and male students, students who are Black, Latino/a/e/x, or indigenous to the United States and its territories and students who are White or Asian, first-generation and non-first-generation students, and low-income and non-low-income students. This work provides a framework to analyze equity across institutions using robust methodology, including: using multiple approaches to measure grades, quantile regression rankscores which adjust for previous academic performance, and cluster analysis. Recommendations are provided for institutions to identify faculty who have equitable course sections, automate equity analyses, and compare results to other institutions to make a change toward more equitable outcomes.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar53"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659849/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using AsianCrit Theory to Understand How Anti-Asian Hate Impacted Mental Health Among Asian Women in STEM Doctoral Programs. 运用亚裔批评理论了解反亚裔仇恨如何影响 STEM 博士课程中亚裔女性的心理健康。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0069

Aashika Anantharaman, Aisha Farra, Eunhu Chang, Kerrie G Wilkins-Yel

{"title":"Using AsianCrit Theory to Understand How Anti-Asian Hate Impacted Mental Health Among Asian Women in STEM Doctoral Programs.","authors":"Aashika Anantharaman, Aisha Farra, Eunhu Chang, Kerrie G Wilkins-Yel","doi":"10.1187/cbe.24-02-0069","DOIUrl":"10.1187/cbe.24-02-0069","url":null,"abstract":"Steeped in the AsianCrit theoretical framework, the current study examined how anti-Asian hate impacted the mental health of Asian and diasporic Asian doctoral women in STEM. Six emergent themes were identified: 1) Witnessing and Experiencing Anti-Asian Hate; 2) Lack of Institutional and STEM Departmental Support; 3) Impact of Anti-Asian Hate on Asian Women's Mental Health; 4) Protecting One's Mental Health; 5) Resist to Persist; and 6) Calls for Action to Combat Lack of Departmental Support. These findings highlight how Asianization through stereotypes such as the forever-foreigner status, viewing Asians as a monolith, the yellow peril stereotype, and model minority myth simultaneously rendered Asian graduate women hypervisible in the U.S. society and invisible in science, technology, engineering, and mathematics (STEM). Implications for teaching and mentoring are included. These highlight the need for faculty to challenge institutional norms that perpetuate the erasure of the toll that anti-Asian hate levied on Asian doctoral women in STEM.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar57"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659868/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"Broadening Perspectives Activities" Improve LGBTQ+ Student Experiences and Religious Students' Content Comprehension. "拓宽视野活动 "改善了 LGBTQ+ 学生的经历和宗教学生的内容理解能力。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0052

Danny Jackson, Kelsey Yule, Alex Biera, Caitlin Hawley, Jason Lacson, Emily Webb, Kevin McGraw, Katelyn M Cooper

{"title":"\"Broadening Perspectives Activities\" Improve LGBTQ+ Student Experiences and Religious Students' Content Comprehension.","authors":"Danny Jackson, Kelsey Yule, Alex Biera, Caitlin Hawley, Jason Lacson, Emily Webb, Kevin McGraw, Katelyn M Cooper","doi":"10.1187/cbe.24-02-0052","DOIUrl":"10.1187/cbe.24-02-0052","url":null,"abstract":"Curricular content in undergraduate biology courses has been historically hetero and cisnormative due to various cultural stigmas, biases, and discrimination. Such curricula may be partially responsible for why LGBTQ+ students in STEM are less likely to complete their degrees than their non-LGBTQ+ counterparts. We developed Broadening Perspective Activities (BPAs) to expand the representation of marginalized perspectives in the curriculum of an online, upper-division, undergraduate animal behavior course, focusing on topics relating to sex, gender, and sexuality. We used a quasiexperimental design to assess the impact of the BPAs on student perceptions of course concepts and on their sense of belonging in biology. We found that LGBTQ+ students entered the course with a better understanding of many animal behavior concepts that are influenced by cultural biases associated with sex, gender, and sexuality. However, LGBTQ+ students who took the course with the BPAs demonstrated a greater sense of belonging in biology at the end of the term compared with LGBTQ+ students in the course without BPAs. We also show that religious students demonstrated improved comprehension of many concepts related to sex, gender, and sexuality after taking the course with BPAs, with no negative impacts on their sense of belonging.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar49"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659847/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

University Biology Classrooms as Spaces for Anti-racist Work: Instructor Motivations for Incorporating Race, Racism, and Racial Equity Content. 作为反种族主义工作空间的大学生物课堂：教员纳入种族、种族主义和种族平等内容的动机》（University Biology Classrooms as Spaces for Anti-racist Work: Instructor Motivations for Incorporating Race, Racism, and Racial Equity Content.

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-01-0013

Nicole L Scheuermann, Candice Idlebird, Sayali Kukday, Vance J McCracken, Rachel E Bradley, Heather Bergan-Roller

{"title":"University Biology Classrooms as Spaces for Anti-racist Work: Instructor Motivations for Incorporating Race, Racism, and Racial Equity Content.","authors":"Nicole L Scheuermann, Candice Idlebird, Sayali Kukday, Vance J McCracken, Rachel E Bradley, Heather Bergan-Roller","doi":"10.1187/cbe.24-01-0013","DOIUrl":"10.1187/cbe.24-01-0013","url":null,"abstract":"Science is often portrayed as a meritocratic endeavor, but university biology programs exhibit high rates of student attrition, particularly among students of Color, despite similar interest and aptitude for science, technology, engineering, and mathematics (STEM) as White students. Culturally relevant pedagogy is associated with student persistence in STEM. One way to practice culturally relevant pedagogy in biology courses is to engage students in discussions of race, racism, or racial equity. Guidance exists to help instructors incorporate race-related topics into the biology curriculum, but the reasoning behind the decision of whether to adopt this practice is not well characterized. Understanding instructors' perceptions and experiences in implementing these topics will help identify supports and address barriers to instructor adoption. In this study, we examine university biology instructors' motivations for incorporating topics of race, racism, or racial equity in biology courses and contextual factors that influence this motivation. We found that the instructors were primarily motivated by intrinsic factors, desire to promote student learning and success, and social injustice events despite lacking external incentives. The instructors also held anti-racist perspectives when developing learning experiences for their students. How change agents can leverage these findings to promote rightful presence in biology courses is discussed.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar61"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659854/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142585369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating a National Biomedical Training Program Using QuantCrit: Revealing Disparities in Research Self-efficacy for Women of Color Undergraduates. 使用 QuantCrit 评估国家生物医学培训计划：揭示有色人种女大学生在研究自我效能感方面的差异。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0047

Jayashri Srinivasan, Krystle P Cobian, Nicole M G Maccalla, Christina A Christie

{"title":"Evaluating a National Biomedical Training Program Using QuantCrit: Revealing Disparities in Research Self-efficacy for Women of Color Undergraduates.","authors":"Jayashri Srinivasan, Krystle P Cobian, Nicole M G Maccalla, Christina A Christie","doi":"10.1187/cbe.24-02-0047","DOIUrl":"10.1187/cbe.24-02-0047","url":null,"abstract":"Program evaluation for interventions aimed at enhancing diversity can fall short when the evaluation unintentionally reifies the exclusion of multiple marginalized student experiences. The present study presents a Quantitative Critical Race Theory (QuantCrit) approach to program evaluation to understand outcomes for Women of Color undergraduates involved in a national biomedical training program called the Building Infrastructure Leading to Diversity (BUILD) initiative. Using longitudinal data, we examined the impact of participation in the BUILD Scholars programs and BUILD-developed novel biomedical curriculum on undergraduate's research self-efficacy. Employing propensity score matching and multiple regression models, we found that Black women who participated in the BUILD scholars program reported higher research self-efficacy, whereas Latine and White undergraduate BUILD scholars had lower research self-efficacy. Additionally, Latine women who participated in novel biomedical curricula reported significantly lower research self-efficacy. We contend that disaggregated and intersectional analyses of subpopulations are necessary for improving understanding of program interventions and identifying areas where systems of exclusion may continue to harm students from minoritized backgrounds. We provide recommendations for future quantitative program evaluation practices and research in science, technology, engineering, mathematics, and medicine (STEMM) equity efforts.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar54"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659848/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using a QuantCrit Approach to Develop and Collect Evidence of Validity for a Measure of Community Cultural Wealth. 使用 QuantCrit 方法开发和收集社区文化财富衡量标准的有效性证据。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-01-0028

Rosario A Marroquín-Flores, Rose Marie Tijerina, Mason Tedeschi, Sofia Banjara, Redmon Warmsley, Luke McFather, Zianna Casas, Lisa B Limeri

{"title":"Using a QuantCrit Approach to Develop and Collect Evidence of Validity for a Measure of Community Cultural Wealth.","authors":"Rosario A Marroquín-Flores, Rose Marie Tijerina, Mason Tedeschi, Sofia Banjara, Redmon Warmsley, Luke McFather, Zianna Casas, Lisa B Limeri","doi":"10.1187/cbe.24-01-0028","DOIUrl":"10.1187/cbe.24-01-0028","url":null,"abstract":"Students who hold minoritized identities are underrepresented in science, technology, engineering, and math (STEM) fields. Educational institutions often apply a deficit lens to understanding disproportionate outcomes between minoritized students and those from the cultural majority. Community Cultural Wealth (CCW) is an asset-based framework that focuses on the cultural strengths that diverse students develop in response to oppressive social structures, and which students use to be successful. Using a QuantCrit approach, we developed and collected evidence of validity for a measure of CCW. QuantCrit is a methodological framework that challenges researchers to critically evaluate their own biases to produce more equitable analyses. Each author reflected upon our experiences and the ways in which CCW manifested within our lived experiences. Through iterative reflection and discussion, we elected to design items that capture intersecting forms of CCW capital. We conducted cognitive interviews with minoritized students identifying with both seen and unseen forms of diversity to collect evidence of validity based on response process and to avoid construct underrepresentation. The resulting measure consists of 100 items on a 6-point response scale of agreement. Our methodological approach integrates teachings from critical theories to challenge deficit narratives and to capture the experiences of those frequently unheard by the majority culture.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar55"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659857/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Journey of STEM Faculty into Justice-centered Pedagogy. 探索科学、技术、工程和数学教师进入以正义为中心的教学法的历程。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0063

Desiree Forsythe, Bryan Dewsbury, Jeremy L Hsu

{"title":"Exploring the Journey of STEM Faculty into Justice-centered Pedagogy.","authors":"Desiree Forsythe, Bryan Dewsbury, Jeremy L Hsu","doi":"10.1187/cbe.24-02-0063","DOIUrl":"10.1187/cbe.24-02-0063","url":null,"abstract":"In higher education and science, technology, engineering, and mathematics (STEM), interlocking oppressions can lead to inequitable environments for those who hold marginalized identities. Instructors can play key roles in either exacerbating or mitigating these inequities through their pedagogical approaches and choice of curricular material. However, it remains unclear how instructors who self-identify as committed to justice achieve higher levels of consciousness around areas of injustice and develop the self-efficacy to dismantle barriers for students over time. Here, we draw upon critical race theory and critical white studies to investigate what events or life experiences influence STEM instructors to understand the importance of social justice and examine how STEM instructors use this understanding to drive pedagogical shifts. We find variations in the ways that instructors' experiences and identities shape their understanding of justice. In addition, we uncover factors that influence the switch moment; curriculum and pedagogical shifts; their relationship to justice work broadly; and barriers and supports for justice work. These stories hold powerful lessons for STEM education, but also for education more broadly, both in terms of pedagogical practice and the questions that shape research agendas on equity in education.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar60"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659851/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disrupting the Master Narrative in Academic Biology as LGBTQ+ Ph.D. Students: Learning, Teaching, and Conducting Research. 作为女同性恋、男同性恋、双性恋和变性者（LGBTQ+）博士生，打破生物学术领域的主叙述：学习、教学和开展研究。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0058

Samantha A Maas, Nicholas J Wiesenthal, Sara E Brownell, Katelyn M Cooper

{"title":"Disrupting the Master Narrative in Academic Biology as LGBTQ+ Ph.D. Students: Learning, Teaching, and Conducting Research.","authors":"Samantha A Maas, Nicholas J Wiesenthal, Sara E Brownell, Katelyn M Cooper","doi":"10.1187/cbe.24-02-0058","DOIUrl":"10.1187/cbe.24-02-0058","url":null,"abstract":"LGBTQ+ individuals face discrimination and stigma in academic biology. These challenges are likely magnified for graduate students. However, there have been no studies documenting the experiences of LGBTQ+ life sciences graduate students. To address this gap, we conducted an interview study of 22 biology PhD students from 13 universities across the United States who identify as LGBTQ+. We used the master narrative framework to interpret our findings. Master narratives are guidelines that dictate the \"expected\" and \"normal\" way one is supposed to navigate life. We considered how graduate students engage with the societal master narrative that treats cisheterosexuality as the norm, as well as the master narrative that expects biology to remain an objective, apolitical space. We found that LGBTQ+ PhD students recognize the anti-LBGTQ+ narratives in academic biology, which can result in instances of discrimination and encourage them to conceal their identities. However, participants pushed back against these master narratives. Graduate students described creating alternative narratives by highlighting how their LGBTQ+ identity has allowed them to become more inclusive instructors and better researchers. Some also purposely reveal their LGBTQ+ identity in academic biology, violating the master narrative that non-science identities should not be discussed in the life sciences.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar42"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659864/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Model for Emotional Intelligence in Biology Education Research. 生物教育研究中的情商模型。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.23-10-0198

Ash Tea, Dax Ovid

{"title":"A Model for Emotional Intelligence in Biology Education Research.","authors":"Ash Tea, Dax Ovid","doi":"10.1187/cbe.23-10-0198","DOIUrl":"10.1187/cbe.23-10-0198","url":null,"abstract":"Informed by social science fields including psychology and public health, we propose a Model for Emotional Intelligence to advance biology education research in affective learning. The model offers a shared discourse for biology education researchers to develop and assess evidence-based strategies to perceive, use, understand, and manage emotions for students and instructors in life sciences classrooms. We begin by reviewing the connection between stress, emotional invalidation, Sense of Belonging, and Science Identity as it relates to emotions in undergraduate life sciences classrooms. Next, we highlight the impact that emotionally invalidating classroom environments have on science students' development of psychological distress, maladaptive coping, and high-risk behaviors. Assuming Emotional Intelligence can be taught and learned (i.e., the ability model of Emotional Intelligence), we develop a Model for Emotional Intelligence to advance biology education research in this arena. This essay aims to inform assessments of current and future interventions designed to counteract emotional invalidation and encourage the development of emotional management among students and instructors. In alignment with our collective effort to support student well-being in the life sciences, the study of Emotional Intelligence in undergraduate biology education has the potential to support student mental health as future scientists and health care practitioners.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"es12"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659874/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

All In: Understanding and Motivating Stakeholders to Create an Equitable Culture of Student Success. 全员参与：了解并激励利益相关者创建公平的学生成功文化。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0065

Maryrose Weatherton, Melissa E Ko, Ev L Nichols, Sandhya Krishnan, Courtney Faber

{"title":"All In: Understanding and Motivating Stakeholders to Create an Equitable Culture of Student Success.","authors":"Maryrose Weatherton, Melissa E Ko, Ev L Nichols, Sandhya Krishnan, Courtney Faber","doi":"10.1187/cbe.24-02-0065","DOIUrl":"10.1187/cbe.24-02-0065","url":null,"abstract":"Discourse around Science, Technology, Engineering, and Mathematics (STEM) education in the United States has long focused on improving the persistence and academic achievement of students. On the surface, such goals are reasonable and well-intentioned. However, the near-exclusive focus on those two outcomes as shorthand for \"success\" serves hegemonic norms which preclude the equitable success of all students. Although STEM education research has begun to address the inequitable systems within which students and faculty operate, the language of success has largely not changed. While previous work has aimed to recognize and characterize how normative definitions of success harm students and faculty, they fall short of providing readers with strategies for how to sustainably change these systems of injustice. Utilizing the four frames model for systemic change, this Essay 1) deconstructs the operational definitions of student success among key stakeholders involved in STEM higher education: students, faculty, departments, and institutions; 2) determines how extant policies and practices drive misalignments among these definitions and thwart equity; and 3) highlights three key opportunities for change agents to transform how success is measured and defined within STEM higher education.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"es10"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659869/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0