Broadening the Study of Participation in the Life Sciences: How Critical Theoretical and Mixed-Methodological Approaches Can Enhance Efforts to Broaden Participation

Metcalf, Heather

doi:10.1187/cbe.16-01-0064

Cited by 22 publications

(21 citation statements)

References 28 publications

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“…). Qualitative analysis not only can complement quantitative research, but it can also “offer a more nuanced viewpoint” (Gibau :2) and can deepen an understanding for the context of a program (Metcalf ). This qualitative analysis allows us to understand the mechanisms by which programs achieve their successes, not simply through anecdotal reporting, but by rigorous and systematic methods that identify patterns of student responses, giving us confidence in the reliability of the results.…”

Section: Introductionmentioning

confidence: 99%

“…Studies that look at the effectiveness of programs designed to broaden participation in science often look at quantitative outcomes, such as graduation rate and persistence in STEM majors; less has been published about how or why interventions lead to improved persistence in a discipline ). Qualitative analysis not only can complement quantitative research, but it can also "offer a more nuanced viewpoint" (Gibau 2015:2) and can deepen an understanding for the context of a program (Metcalf 2016). This qualitative analysis allows us to understand the mechanisms by which programs achieve their successes, not simply through anecdotal reporting, but by rigorous and systematic methods that identify patterns of student responses, giving us confidence in the reliability of the results.…”

Section: Introductionmentioning

confidence: 99%

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Beyond the numbers: understanding how a diversity mentoring program welcomes students into a scientific community

et al. 2020

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Programs designed to broaden participation in science are often deemed “successful” based on quantitative evidence such as student participation rates, retention, and persistence. These numbers alone only explain that a program met its goals; they seldom critically explain how, specifically, the program achieved its success. To address this gap, we studied students’ perspectives about and experiences with the Ecological Society of America's award‐winning education and diversity mentoring program, Strategies for Ecology Education, Diversity and Sustainability (SEEDS). The persistence rate in ecology by SEEDS participants is three times greater than the national average, but the numbers alone do not explain the program's impact. We explored the reasons why this program has been so successful by gathering qualitative data as direct evidence explaining how SEEDS influenced participants’ decisions to study science and pursue science careers, and the resulting integration into a scientific community. We coded open‐ended survey responses from SEEDS alumni against a social influence theoretical framework that proposes three dominant processes that predict students’ integration into a scientific community: scientific self‐efficacy, scientific identity, and shared values with the scientific community. We not only found emergent evidence for all three processes, but we also gained a deeper understanding of how—in participants’ own words—SEEDS achieves its success. Specifically, SEEDS successfully welcomes students into a science community by (1) providing both breadth and depth of programming that offers flexible, multilayered approaches to developing self‐efficacy to fit the needs of diverse students, (2) enabling participants to integrate a science identity into other preexisting identities, and (3) implementing programming that intentionally helps participants to consciously connect their values with those of their communities.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Beyond the numbers: understanding how a diversity mentoring program welcomes students into a scientific community

et al. 2020

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“…Given these characteristics, scientific societies can be considered communities of practice (CoPs), gathering individuals with similar interests to learn from one another and improve their fields (10). It is often the case that these CoPs have explicit or implicit requirements for bona fide membership, such as evidenced mastery of a set of skills, abilities, and accomplishments (11). Although societies can sometimes be inequitable or unwelcoming environments for women and URM researchers (10)(11)(12)(13)(14)(15), they are also capable of remedying these problems themselves (16) and can serve as valuable, inclusive, international, professional, and social networks for scientists with common intellectual interests (13,15).…”

Section: Introductionmentioning

confidence: 99%

Scientific Societies Advancing STEM Workforce Diversity: Lessons and Outcomes from the Minorities Affairs Committee of the American Society for Cell Biology

Segarra

Blatch

Boyce

et al. 2020

J Microbiol Biol Educ.

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Promoting diversity and inclusiveness in the STEM academic workforce remains a key challenge and national priority. Scientific societies can play a significant role in this process through the creation and implementation of programs to foster STEM academic workforce diversification, and by providing mentoring and skills development training that empower scientists from under-represented minority (URM) backgrounds to succeed in their communities of practice. In this article, we provide examples of challenges met by scientific societies in these areas and present data from the American Society for Cell Biology, highlighting the benefits received by trainees through long-term engagement with its programs. The success of these initiatives illustrates the impact of discipline-specific programming by scientific societies in supporting the development of URM scientists and an increasingly diverse and inclusive academic STEM community.

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“…Collaborative research between institutions of higher education and K-12 schools produces the rigor needed for advancing curriculum and progressing STEM ideals [3]. Using a democratized approach to design centers as learning pathways into the STEM workforce, it is one of the most pervasive models which has discursively survived for decades [4]. Through engagement of educators, public and professional learners, STEM experts, advocacy groups, and corporations this solution addresses underrepresentation issues faced by youth, minorities, and females within specific communities of practice.…”

Section: Introductionmentioning

confidence: 99%

Technology Capacity Building Strategies for Increasing Participation & Persistence in the Stem Workforce

K.M¹

2018

IJITE

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This research model uses an emancipatory approach to address challenges of equity in the science, technology, engineering, and math (STEM) workforce. Serious concerns about low minority participation callfor arigorous evaluation of new pedagogical methods that effectively prepares underrepresented groups for the increasingly digital world. The inability to achieve STEM workforce diversity goals is attributed to the failure of the academic pipeline to maintain a steady flow of underrepresented minority students. Formal curriculum frequently results in under-preparedness and a professional practices gap. Exacerbating lower performance are fragile communities where issues such as poverty, single-parent homes, incarceration, abuse, and homelessness disengage residents. Since data shows that more minorities have computing and engineering degrees than work in the field [1], this discussions explores how educational institutions can critically examine social and political realities that impede STEM diversity while capturing cultural cues that identify personal barriersamongst underrepresented groups.

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Broadening the Study of Participation in the Life Sciences: How Critical Theoretical and Mixed-Methodological Approaches Can Enhance Efforts to Broaden Participation

Abstract: This essay details the usefulness of critical theoretical frameworks and critical mixed-methodological approaches for life sciences education research on broadening participation in the life sciences.

Cited by 22 publications

References 28 publications

Beyond the numbers: understanding how a diversity mentoring program welcomes students into a scientific community

Beyond the numbers: understanding how a diversity mentoring program welcomes students into a scientific community

Scientific Societies Advancing STEM Workforce Diversity: Lessons and Outcomes from the Minorities Affairs Committee of the American Society for Cell Biology

Technology Capacity Building Strategies for Increasing Participation & Persistence in the Stem Workforce

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