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Students from excluded racial and ethnic groups leave science at high rates. Current approaches that focus only on students are insufficient; a cultural shift toward inclusive diversity in science is needed.

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Area of Science:

  • STEM Education
  • Sociology of Science

Background:

  • Students from excluded racial and ethnic groups show initial high interest in science.
  • These groups experience unacceptably high attrition rates from science fields.
  • "Fixing the student" approaches have proven insufficient to retain these students.

Purpose of the Study:

  • To highlight the inadequacy of "fixing the student" models.
  • To advocate for a paradigm shift in science culture.
  • To emphasize the necessity of centering inclusive diversity.

Main Methods:

  • Qualitative analysis of student retention data.
  • Review of existing diversity and inclusion initiatives in STEM.
  • Cultural assessment of scientific environments.

Main Results:

  • Student-focused interventions do not adequately address the root causes of attrition.
  • Systemic and cultural factors significantly impact retention rates.
  • Inclusive diversity initiatives, when centered, show potential for improved outcomes.

Conclusions:

  • Current retention strategies for underrepresented groups in science are failing.
  • A fundamental change in the culture of science is required.
  • Prioritizing inclusive diversity is essential for equitable STEM participation.