scholarly journals The Role of Mentoring in Promoting Diversity, Equity, and Inclusion in STEM Education and Research

2021 ◽  
Author(s):  
Andrea Marshall ◽  
Zer Vue ◽  
Caroline Palavicino-maggio ◽  
Elsie C. Spencer ◽  
Heather K. Beasley ◽  
...  
Keyword(s):  
Stem Education ◽  
Personal Growth ◽  
Community Support ◽  
Mentoring Relationships ◽  
Underrepresented Minorities ◽  
Constructive Feedback ◽  
And Mathematics ◽  
Training Professional ◽  
Equity And Inclusion

Mentoring success is derived from active and respectful listening and the willingness to learn and accept opportunities for personal growth. Mentoring shapes every trainee and their career path in science, technology, engineering, and mathematics (STEM). Productive mentoring relationships cultivate rapport, stimulate moments of introspection, and provide constructive feedback. Effective mentoring in STEM allows trainees, especially underrepresented minorities (URMs), to flourish in welcoming and supportive environments. However, URM trainees often experience inadequate mentoring due to their mentors inexperience with URM groups, poor mentorship training, or a lack of understanding of their mentees journey. To promote diversity, equity, and inclusion in STEM education and research, it is essential for mentors and mentees to work together with creativity, authenticity, and networking. In this workshop, we will focus on mentees perspective on how mentors can enhance their training, professional and career development, and improve their focus. We analyzed data on feedback obtained from students interested in pursuing graduate education who attended a recent workshop. Our results show that despite low initial expectations for the workshop, many students were satisfied with the knowledge they learned. The future of increasing the URM representation in STEM lies in providing adequate community support and mentorship throughout the careers of URM professionals.

scholarly journals Japanese Higher Education

2021 ◽  
Vol 13 (1) ◽  
pp. 44-65
Author(s):  
Aki Yamada
Keyword(s):  
Stem Education ◽  
Liberal Arts ◽  
Potential Role ◽  
Academic Disciplines ◽  
Liberal Arts Education ◽  
Japanese Higher Education ◽  
Science Technology ◽  
Vertical Division ◽  
And Mathematics

In today’s information-driven society, the Japanese government envisions the next societal revolution as “Society 5.0,” where advanced technologies and service platforms integrate with and empower individuals in a human-based society. While Science, Technology, Engineering, and Mathematics (STEM) education has traditionally focused on technical skills and knowledge in isolation, this paper will look at the potential role and benefits of incorporating liberal arts education into these technical studies. This concept of integrating the liberal arts into STEM education is known as STEAM. The purpose of the study is to create a foundation for clarifying the role of interdisciplinary education in overcoming the vertical division of academic disciplines and restoring the “integrated nature” of scholarship. This study seeks to show how the humanities, social sciences, and arts can be used to enhance STEM education, and, furthermore, how this STEAM approach to education is key to enabling Japan’s vision for Society 5.0.

scholarly journals Math and Science Identity Change and Paths into and out of STEM: Gender and Racial Disparities

2021 ◽  
Vol 7 ◽  
pp. 237802312110019
Author(s):  
Yingyi Ma ◽  
Shiyang Xiao
Keyword(s):  
Stem Education ◽  
Policy Implications ◽  
Science Identity ◽  
Asian Students ◽  
Identity Change ◽  
Science Technology ◽  
Math And Science ◽  
And Mathematics ◽  
Identity Changes

Researchers emphasize the role of math and science identities in science, technology, engineering, and mathematics (STEM) education. However, little is known about whether these identities might evolve during college; likewise it is not known how changes in math and science identities are associated with switching majors between STEM and non-STEM fields. This study addresses these questions. With data from the Pathways through College Study, this study revealed that science identity changes matter more than math identity changes in their association with the decision to switch majors. Most notably, underrepresented racial minority women are the most vulnerable in terms of decreasing science identity and the associated probabilities of leaking out of STEM. The authors also find evidence that Asian students are the least sensitive to their science identity drop. These findings have significant policy implications with regard to STEM choice and attainment.

scholarly journals Parental engagement in children’s STEM education. Part I: Meta-analysis of the literature

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Marina Milner-Bolotin ◽  
Carlos C. F. Marotto
Keyword(s):  
Literature Review ◽  
Communication Skills ◽  
Stem Education ◽  
Meta Analysis ◽  
Parental Engagement ◽  
Informal Science ◽  
Science Technology ◽  
Hands On ◽  
And Mathematics

This paper presents a meta-analysis of the literature on parental engagement with children’s formal and informal science, technology, engineering and mathematics (STEM) education. Five recurrent themes have emerged from the literature review: The challenges of supporting parents with children’s STEM education; STEM education as a bridge between school and family; STEM education as a gateway for children’s future economic success; STEM education as a vehicle for promoting student communication skills; and, the role of hands-on inquiry-based activities in enhancing student engagement. We also outline some international informal STEM education initiatives, their scope, challenges and impact.

scholarly journals STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

2016 ◽  
Vol 15 (4) ◽  
pp. es8 ◽  
Author(s):  
Amy B. Mulnix
Keyword(s):  
Professional Development ◽  
Education Reform ◽  
Stem Education ◽  
Faculty Members ◽  
Pedagogical Change ◽  
Emergent Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Stem Education Reform

Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice. This approach, which considers faculty as learners and STEM education reform as content, has the potential to better support faculty members because it promotes a deeper understanding of the reasons why a pedagogical change is effective. This depth of understanding is necessary for faculty members to successfully transfer new knowledge to their own contexts. A challenge ahead for the emergent learning sciences is to better integrate findings from across sister disciplines; DBER reports can take a step in that direction while improving their usefulness for instructors.

The Application of Transdisciplinary Theory and Practice to STEM Education

2016 ◽  
pp. 42-67
Author(s):  
Susan Malone Back ◽  
Heather Greenhalgh-Spencer ◽  
Kellilynn M. Frias
Keyword(s):  
Stem Education ◽  
Theory And Practice ◽  
Future Research ◽  
Undergraduate Level ◽  
Student Collaboration ◽  
The Social ◽  
Effective Partnership ◽  
And Mathematics ◽  
Partnership Models

The authors describe the application of transdisciplinary theory and practice to Science, Technology, Engineering and Mathematics (STEM) education at the undergraduate level. The modular approach which makes use of student collaboration within and across disciplines and input from outside experts holds promise for preparing students to address society's “wicked” problems – those with interconnected causes and for which a solution often causes additional problems. Transdisciplinary theory and practice are described and their application to STEM education is proposed along with a model of measuring transdisciplinary skills. Recommendations are proposed for future research on cross-cultural/cross disciplinary models, pedagogy, measuring student collaboration, determining effective partnership models and institutional supports, and the potential role of the social sciences in contributing to research on transdisciplinary practice and education.

Community Colleges and the Global Workforce

2015 ◽  
pp. 209-228
Author(s):  
Carlos Lopez
Keyword(s):  
Community Colleges ◽  
Workforce Development ◽  
Stem Education ◽  
Development Programs ◽  
Global Workforce ◽  
Potential Factors ◽  
And Mathematics ◽  
The Right ◽  
And Training

This chapter addresses the role and impact of community colleges on the pursuit of science, technology, engineering, and mathematics (STEM) education and on the workforce. In order to understand the role of community colleges in STEM education and the related impact on the workforce, potential factors that may or may not contribute to the success of the implementation of new initiatives, programs, partnerships, and funding must be identified. In addition, the alignment needed between community colleges and workforce development programs in order to fulfill the demand of many STEM jobs across the nation must also be identified. Currently, community colleges are facing a number of challenges, and one of those is to become the main supplier of individuals with the right skills and training for the workforce to fulfill the needs of the community as well as different industries.

scholarly journals Challenges in Implementing STEM Education and Role of Teacher Education Programs in Mitigating these Challenges

2020 ◽  
Vol 5 (2) ◽  
pp. 123-137
Author(s):  
Abdul Nasir Kiazai ◽  
Naila Siddiqua ◽  
Zarina Waheed
Keyword(s):  
Teacher Education ◽  
Stem Education ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Teacher Education Programs ◽  
Quantitative Methodology ◽  
Education Programs ◽  
Stem Instruction ◽  
And Mathematics

STEM instruction is an incorporated methodology that consolidates science, technology, engineering, and mathematics education. This study aimed at finding expected challenges in implementing STEM education and role of teacher education programs in mitigating possible challenges in implementing STEM education in Baluchistan. To achieve the objectives, quantitative methodology was used. Sample was selected using judgmental convenience sampling technique.  The sample of the study consisted of, 202 pre-service teacher educators from three public universities of Quetta. The data was analyzed using descriptive statistics including frequencies and percentage. The findings indicated that although the implementation of integrated STEM education in Baluchistan may face challenges, the role of teacher education programs in mitigating these challenges is significant.

scholarly journals Is It Possible to Prevent Radicalism through Women's Participation in STEM (Science, Technology, Engineering, and Mathematics) Education?: Challenges and Opportunities

2020 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Muhamad Imaduddin
Keyword(s):  
Religious Education ◽  
Stem Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Women's Participation ◽  
Women's Relationships ◽  
Challenges And Opportunities ◽  
Women And Education ◽  
And Mathematics

<p>Women and education as an effort to prevent radicalism are connected. If the international community tries to engage education as part of a strategy to reduce terrorism, it should be necessary to consider the content of education. One of the SDGs mandates in “equality” is the importance of women to be involved in mastering STEM. This study reveals how the challenges and opportunities for women's relationships and participation in STEM education can make it possible to prevent the emergence of radicalism. This was carried out by exploring several kinds of literature related to the level of women's participation and the usefulness of STEM education. The role of women is shown by their participation as learners, educators, and directly involved in the STEM industry as a workforce. As an educator, women's participation occupies a much better position than workforces. STEM content can be integrated with radicalism issues to be resolved in the classroom to practice critical thinking skills. Women as STEM workers face obstacles that have nothing to do with their abilities, such as stereotyping, discrimination, violence, and abuse. Religious education integrated with STEM education provides an opportunity to reduce radicalism values with women taking part in it.</p>

scholarly journals Challenges and Initiatives in Diversity, Equity and Inclusion in Cancer Molecular Imaging

2021 ◽  
Vol 11 ◽  
Author(s):  
Heike E. Daldrup-Link ◽  
Giuseppe Esposito ◽  
Zaver M. Bhujwalla
Keyword(s):  
Nuclear Medicine ◽  
Basic Research ◽  
Underrepresented Minorities ◽  
Barriers To Entry ◽  
Unconscious Bias ◽  
Science Technology ◽  
Career Prospect ◽  
And Mathematics ◽  
Equity And Inclusion

A diverse biomedical workforce is essential to achieve excellence in patient care, clinical translational, and basic research. Diversity, equity, and inclusion challenges in cancer molecular represent a combination of the challenges facing the science, technology, engineering, and mathematics (STEM) field, and challenges in Radiology and Nuclear Medicine. Although there is a growing awareness of conscious and unconscious bias that negatively affect the cancer imaging world, many challenges remain such as overcoming barriers to entry into the pipeline, avoiding program dropout, and providing long-term career prospect. The COVID-19 pandemic has resulted in a significant setback and further highlighted problems faced by women and underrepresented minorities. In this perspective, we have identified some of the challenges faced and highlighted ongoing and future initiatives to address these challenges.

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