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Inclusion as Action
Innovations in science, technology, engineering, mathematics and medicine (STEMM) impact everyday life, making effective training of next-generation researchers paramount.
This case study presents evidence of Inclusive Science, a conceptual model for building a culturally responsive and effective STEMM training environment for undergraduate students, including those from historically underrepresented groups.
Authors Cobian, Hurtado, Romero and Gutzwa examined ten NIH-funded institutions implementing and studying novel ways to mentor and train STEMM students. These programs aimed to engage and retain students from diverse backgrounds in biomedical research.
Building on a previous paper that introduced the Inclusive Science model, this study refines the original using evidence from the 10 institutions. A new dimension was added, named ‘tangible forms of support,’ to highlight the importance of providing financial, academic and career resources that foster student development.
This information refines understanding of culturally responsive teaching that adapts to the nature of STEMM training in college. Learning and professional development often occur outside of the college classroom in research labs and other spaces.
Cobian noted, “As educators, we often think of culturally relevant or responsive teaching in classrooms. The Inclusive Science model provides evidence of campuses engaged in culturally responsive practices within the entire STEMM training and mentoring ecosystem.”
The publication includes practical strategies that can be adapted at other college campuses interested in being more culturally responsive to underrepresented groups in STEMM disciplines.
Read Enacting inclusive science: Culturally responsive higher education practices in science, technology, engineering, mathematics, and medicine (STEMM) to learn more.
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The Diversity Program Consortium Coordination and Evaluation Center at UCLA is supported by Office of the Director of the National Institutes of Health / National Institutes of General Medical Sciences under award number U54GM119024.
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