You Don't Want to Come into a Broken System: Perspectives for Increasing Diversity in STEM among Undergraduate Calculus Program Stakeholders

Autor/inn/en	Tremaine, Rachel; Hagman, Jessica Ellis; Voigt, Matthew; Damas, Stephanie; Gehrtz, Jessica
Titel	You Don't Want to Come into a Broken System: Perspectives for Increasing Diversity in STEM among Undergraduate Calculus Program Stakeholders
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 8 (2022) 2, S.365-388 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hagman, Jessica Ellis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-022-00184-x
Schlagwörter	Student Attitudes; Diversity; STEM Education; Undergraduate Students; Calculus; Disproportionate Representation; College Faculty; Teacher Attitudes; Administrator Attitudes + Suchen Sie Ihr Suchwort? Schülerverhalten; STEM; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Fakultät; Lehrerverhalten
Abstract	As attention grows towards the disparities and underrepresentation of minoritized groups within undergraduate STEM education, there is a need for understanding how university calculus program stakeholders perceive the issue of increasing diversity. Calculus is a subject crucial to many STEM disciplines, and thus can play an outsized role in facilitating necessary change across STEM fields. We present a research-driven framework from a thematic analysis of interviews and focus groups with calculus program stakeholders (students, faculty, staff, and administrators) at two universities in the United States. The framework juxtaposes various stakeholders' motivations for diversifying STEM fields along critical and dominant axes with four primary recipients that benefit from diversifying STEM. This framework prompts critical analysis of increasing access and achievement within the current system while also attending to the need to fundamentally change mathematical structures to bolster individual identities and increase the power of marginalized individuals in STEM disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01