Reframing Educational Outcomes: Moving beyond Achievement Gaps

Shukla, Sarita Y.; Theobald, Elli J.; Abraham, Joel K.; Price, Rebecca

doi:10.1187/cbe.21-05-0130

Cited by 20 publications

(17 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is well known that many students leave STEM fields, including the life sciences, soon after taking their first few large, introductory college science courses ( Koch, 2017 ; Seymour and Hunter, 2019 ). Barriers to succeeding in these challenging courses are often structural ( Shukla et al. , 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Peer-Modeled Mindsets: An Approach to Customizing Life Sciences Studying Interventions

Hecht

Latham

Buskirk

et al. 2022

LSE

View full text Add to dashboard Cite

Mindset interventions can promote diversity in STEM but require customization. A customization protocol was developed and used to create a “peer-modeled” mindset intervention for introductory biology. Underrepresented students randomly assigned to receive the intervention reported better psychological experiences and earned more “A’s” in the class than those assigned to a control condition.

show abstract

Section: Introductionmentioning

confidence: 99%

Peer-Modeled Mindsets: An Approach to Customizing Life Sciences Studying Interventions

Hecht

Latham

Buskirk

et al. 2022

LSE

View full text Add to dashboard Cite

show abstract

“…Faculty need not “reinvent the wheel” and can use existing curricular resources found in sites such as Course Source (an open access journal with evidence‐based, peer‐review teaching resources), Learning for Justice (http://learningforjustice.org), and Science Education for New Civic Engagement and Responsibilities (http://SENCER.net) to name a few. Learning about asset‐based frameworks such as Community Cultural Wealth (Yosso, 2005) and Funds of Knowledge (Denton & Borrego, 2021; Moll et al, 1992; Verdin et al, 2016) which support students by leveraging their strengths is paramount (NASEM, 2016; McGee, 2020; Paris & Alim, 2014; Powell et al, 2021; Skula et al, 2022; Stanton et al, 2021). Finally, many universities have Teaching and Learning Centers that can provide the appropriate training on developing curriculum and assessment, as well as student‐centered, evidence‐based, and equitable teaching practices.…”

Section: Discussionmentioning

confidence: 99%

Science faculty conceptions of equity and their association to teaching practices

Russo-Tait

2022

Science Education

View full text Add to dashboard Cite

Equity in education has been conceptualized in various ways, which provides different affordances and constraints for policy, research, and teaching decisions. Regarding the latter, there is a dearth of research on how postsecondary science faculty conceptualize equity and whether and how their understandings of equity may be informing their teaching and related practices. This study examined equity conceptions and reported teaching practices among 45 faculty members in a College of Sciences at a research intensive, historically White, public university in the United States. Thematic analysis showed that faculty conceptualized equity in three ways—“equality,” “inclusion,” or “justice”—and these conceptions were associated with instructor‐centered or student‐centered practices. Professors with “equality” conceptions of equity tended to report teaching mostly via lecture, while those with “inclusion” conceptions reported using active learning and/or inclusive teaching practices. Most professors with a “justice” conception went beyond active learning and inclusive practices to also include an emerging critical pedagogy. Conceptions of equity appear to inform how university science faculty see their roles in advancing equity in their classrooms. These findings provide a foundation for future research that seeks to support college science faculty's understandings of equity issues in higher education and the pedagogical practices necessary to ameliorate them.

show abstract

“…drew on his personal experiences and identities as a second-generation immigrant and chemistry graduate student when designing the study and its research questions, interviewing participants, analyzing the data, and developing this manuscript. Throughout the study, we examined participants’ experiences with asset-oriented framing, focusing on how systems of power (e.g., the expectation to use English in science) shape the experiences of participants (Eng+ chemistry trainees), as well as how these systems might change to better serve members from diverse language backgrounds. ,− For example, we use the term “English-as-an-additional language” in lieu of other terms like “English-as-a-second language” and “English language learner” to better acknowledge the experiences, identities, and skills/knowledge Eng+ trainees already have before entering classrooms, research environments, etc. , We also deliberately pursued ways to honor participants’ experiences and account for our own biases and assumptions (e.g., member-checking with participants) …”

Section: Positionality Statementmentioning

confidence: 99%

“I Am Working 24/7, but I Can’t Translate That to You”: The Barriers, Strategies, and Needed Supports Reported by Chemistry Trainees from English-as-an-Additional Language Backgrounds

Deng

Flynn

2023

J. Chem. Educ.

View full text Add to dashboard Cite

Having a shared language such as English facilitates the globalization of science, but it can also limit science by posing barriers for those who have learned English-as-an-additional language (Eng+). Research on the experiences of Eng+ graduate students and postdoctoral researchers ("trainees") is needed as our scientific community becomes more diverse and continues working toward improving equity and inclusion; without such research, we risk losing out on perspectives and expertise that might otherwise strengthen scientific progress. We investigated three research questions: (1) What are Eng+ chemistry trainees' language experiences before entering English-dominant research programs? (2) What language barriers have trainees faced in learning, communicating, and doing chemistry? and (3) What strategies and supports have been helpful or needed? In focus groups and interviews with 18 Eng+ trainees, participants described having diverse language experiences before entering English-dominant research programs and faced challenges working in an English research environment. Participants reported avoiding interactions with colleagues, exacerbated feelings of imposter syndrome, needing extra time to learn or communicate, and not being able to fully express their knowledge. Participants expressed an ongoing desire to learn English and described various independent strategies to navigate challenges. All participants believed that research supervisors and institutions needed to play a larger role in supporting Eng+ trainees, such as supervisors who offer personal and professional support, and institutional supports that provide chemistry-specific knowledge-building and networking opportunities. Based on the findings, we recommend approaches that supervisors and institutions can enact that may improve linguistic equity in the chemical sciences.

show abstract

Reframing Educational Outcomes: Moving beyond Achievement Gaps

Cited by 20 publications

References 50 publications

Peer-Modeled Mindsets: An Approach to Customizing Life Sciences Studying Interventions

Peer-Modeled Mindsets: An Approach to Customizing Life Sciences Studying Interventions

Science faculty conceptions of equity and their association to teaching practices

“I Am Working 24/7, but I Can’t Translate That to You”: The Barriers, Strategies, and Needed Supports Reported by Chemistry Trainees from English-as-an-Additional Language Backgrounds

Contact Info

Product

Resources

About