All In: Understanding and Motivating Stakeholders to Create an Equitable Culture of Student Success

Area of Science:

• STEM Education
• Higher Education Policy
• Educational Equity

Background:

• Current discourse in Science, Technology, Engineering, and Mathematics (STEM) higher education prioritizes student persistence and academic achievement.
• This narrow focus on traditional metrics of success perpetuates hegemonic norms and hinders equitable outcomes for diverse student populations.
• Existing research acknowledges systemic inequities but lacks actionable strategies for transforming success definitions.

Purpose of the Study:

• To deconstruct operational definitions of student success among key stakeholders in STEM higher education (students, faculty, departments, institutions).
• To identify how current policies and practices create misalignments in success definitions and impede equity.
• To present opportunities for systemic change in measuring and defining success within STEM higher education.

Main Methods:

• Utilized the four frames model for systemic change.
• Analyzed stakeholder definitions of student success in STEM higher education.
• Examined policies and practices influencing these definitions and their impact on equity.

Main Results:

• Identified misalignments in how students, faculty, departments, and institutions define success in STEM.
• Demonstrated how existing policies and practices exacerbate these misalignments, creating barriers to equitable success.
• Highlighted three critical areas for intervention to redefine and measure success more equitably.

Conclusions:

• The traditional focus on persistence and achievement in STEM education is insufficient for achieving equitable outcomes.
• Systemic transformation is needed to broaden the definition of success and align stakeholder perspectives.
• Implementing targeted strategies can foster a more inclusive and equitable environment in STEM higher education.