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The lack of diversity in STEM professions is an ongoing concern for the US both in terms of social justice and in having a globally competitive workforce. This study provides information for campus leaders to be proactive in considering a wide array of identities to meet the needs of students beyond attending to structural forms of diversity. Data from a large-scale, multi-institution study of students' perceptions of inclusive coursework and institutional commitment to diversity in STEM fields furthers what we know about diversity in these majors. Results encourage campus leaders to additionally consider sexual orientation and disability status in conversations about diversity and to think about how culturally engaging and inclusive courses go beyond the content of the course.
Description:
Presented at the American Educational Research Association Annual Meeting
