Revisiting Critical STEM Interventions: A Literature Review of STEM Organizational Learning

Autor/inn/en	López, Norma; Morgan, Demetri L.; Hutchings, Quortne R.; Davis, Kendrick
Titel	Revisiting Critical STEM Interventions: A Literature Review of STEM Organizational Learning
Quelle	In: International Journal of STEM Education, 9 (2022), Artikel 39 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (López, Norma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-022-00357-9
Schlagwörter	STEM Education; Organizational Change; Organizational Learning; Educational Policy; Educational Practices; Intervention; Minority Group Students; Race; Ethnicity; Success + Suchen Sie Ihr Suchwort? STEM; Organisationswandel; Organisationslernen; Politics of education; Bildungspolitik; Bildungspraxis; Rasse; Abstammung; Ethnizität; Erfolg
Abstract	There is inconclusive evidence on the ability of scientific research in science, technology, engineering, and mathematics (STEM) education to scale-up from one context to another and ultimately become institutionalized. The dearth of evidence draws focus on how organizations change and evolve or the process of organizational learning. We designed this systematic review of the literature to uncover to what extent and how organizational theory has been leveraged within STEM interventions or as a research tool to inform the policies and practices of STEM education organizations. Unlike previous reviews, we explicitly focused on how organizational learning informs cultural transformation toward the success of racially and ethnically underrepresented minority (URM) students in STEM. The research question was: How has organizational theory and learning informed the potential for STEM education to center the success of URM students? Our results reveal that STEM entities that did not leverage organizational theory consistently fell into either the "decision trap" identified by Langely et al. created by ignoring temporal structures or deemed the innovation threatening, as Kezar suggested. We conclude with practical recommendations for the design of STEM education interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01