A cross-case analysis of developing program sustainability and institutionalization in early stages of a multisite biomedical student diversity initiative

Enacting inclusive science: Culturally responsive higher education practices in science, technology, engineering, mathematics, and medicine (STEMM)

Novel approaches in higher education are needed to reverse underrepresentation of racial/ethnic groups in science, technology, engineering, mathematics, and medicine (STEMM). Building on theoretical frameworks for practice in diverse learning environments, this study provides evidence for Inclusive Science as a conceptual model that reflects initiatives intended to diversify biomedical research training for undergraduates. Using multiple case study design and cross-case analysis, we analyzed data from 10 higher education sites that were awarded the Building Infrastructure Leading to Diversity (BUILD) grant funded by the National Institutes of Health (NIH). We identified the following dimensions of the Inclusive Science model: promoting participation of diverse researchers; introducing diversity innovations in science and research curriculum; improving campus climate for diversity; providing tangible institutional support; creating partnerships with diverse communities; and integrating students' social identities with science identity. We illustrate each dimension of the model with examples of campus practices across BUILD sites. While many may doubt that science can be responsive to diversity, the interventions developed by these campuses illustrate how colleges and universities can actively engage in culturally responsive practices in STEMM undergraduate training that integrate trainees' identities, knowledge of diverse communities, and create a greater awareness of the climate for diversity that affects student training and outcomes. Implications include culturally responsive strategies that many more higher education institutions can employ to support scientific career training for historically excluded groups.

The Role of STEM Program Directors in Broadening the Impact of STEM Interventions

STEM transformation has been a longstanding goal for higher education institutions who not only wish to maintain global economic competitiveness but most recently have also aimed efforts at achieving STEM equity. While researchers have typically looked to students’ and faculty’s experiences for answers, STEM program directors possess great insight from working closely with students in both faculty and administrative roles. This study explores the views of 45 STEM program directors at 10 institutions across the U.S. that had high STEM bachelor’s degree-completion rates relative to similarly resourced institutions. We document the lessons and strategies that STEM program directors have used to broaden institutional impact, including demonstrating their program’s efficacy through assessments and evaluations, coordinating, and streamlining efforts to ensure program efficiency and longevity, incentivizing support for labor, and consolidating support from institutional leaders. We also disentangle the roles STEM program directors play as grassroots leaders or institutional agents, distinguishing them by their authority and decision-making power and by whether they work to transform the institution to better serve students or to transform students’ behaviors to adapt to the institution. Our findings provide avenues to leverage STEM program directors’ efforts in order to move toward STEM education transformation in higher education.