Considering the Interest-Convergence Dilemma in STEM Education
Considering the Interest-Convergence Dilemma in STEM Education
复制标题
思考STEM教育中的利益趋同困境
DOI：
10.1353/rhe.2015.0004
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Lorenzo Baber
中科院分区：
文献类型：
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作者：
Lorenzo Baber
本研究考察了STEM教育中普遍主义意识形态与种族/民族不平等之间的紧张关系。该研究利用对10所研究密集型公立大学STEM多样性管理人员的定性访谈收集的数据，通过兴趣趋同框架考虑了项目目标。新兴模式揭示了必须与部门规范保持一致才能获得普遍支持的STEM多样性方法。管理人员发现，挑战那些将STEM中代表性不足的学生边缘化的结构性做法的机会有限。考虑了STEM教育中可持续多样性努力的含义。
This study examines tensions between universalist ideology and racial/ethnic inequalities in STEM education. Using data collected from qualitative interviews with STEM diversity administrators at 10 research-intensive, public universities, the study considers programmatic goals through an interest-convergence framework. Emerging patterns reveal approaches to STEM diversity that must align with departmental norms to gain general support. Administrators find limited opportunities to challenge structural practices that marginalize underrepresented students in STEM. Implications for sustainable diversity efforts in STEM education are considered.