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Area of Science:

  • STEM Education Research
  • Diversity, Equity, and Inclusion (DEI) in Science

Background:

  • Recent anti-racist movements highlight the need for research on marginalized students in STEM.
  • Existing analytic approaches in STEM education may not adequately support equity efforts.
  • There is a growing call for critical examination of research methodologies in STEM DEI.

Purpose of the Study:

  • To advocate for a more critical approach to STEM equity analyses by researchers and practitioners.
  • To underscore the importance of modifying analytical methods for achieving STEM equity goals.
  • To provide guidance for improving the understanding and addressing of systemic inequity in STEM.

Main Methods:

  • Discussion of how analytic approaches can hinder or support equity efforts in STEM education.
  • Framing equity as a dynamic process rather than a static outcome.
  • Development of reflective questions to guide the analysis and interpretation of student-level data.

Main Results:

  • Identified limitations in current analytic approaches for assessing STEM equity.
  • Proposed a framework for critically evaluating data analysis in the context of DEI.
  • Emphasized the need for a process-oriented view of equity in STEM research.

Conclusions:

  • Researchers and educational practitioners must adopt more critical analytical strategies to promote equity in STEM.
  • Reflective questioning can enhance the interpretation of data to better understand and address systemic inequities.
  • This guidance can inform analyses at multiple levels, from departments to the broader scientific community, to advance STEM equity.