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Who is in Our STEM Courses and How do We Know? Student Self-Descriptions, Intersectionality and Inclusive Education.

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Area of Science:

  • Education
  • Sociology
  • STEM

Background:

  • Inclusive education aims to support diverse student populations.
  • Intersectionality theory explains how multiple identities shape individual experiences.
  • Assessing student heterogeneity in STEM programs requires nuanced approaches.

Purpose of the Study:

  • To challenge traditional demographic data collection methods in higher education.
  • To explore how students self-describe their identities within a multi-institutional STEM program.
  • To develop an alternative approach for understanding student positionalities.

Main Methods:

  • Utilized a mixed-methods approach combining qualitative and quantitative data from 2,082 students.
  • Students selected important identity categories and provided open self-descriptions.
  • Data analyzed using descriptive statistics, comparative proportional usage, and hierarchical cluster analysis.

Main Results:

  • Most students identify with multiple, intersecting identity categories.
  • Identity preferences vary significantly when compared to traditional demographic groupings.
  • Four primary identity orientations emerged: heritage, health, self-expression, and career.

Conclusions:

  • Traditional demographic data collection may not fully capture student diversity in STEM.
  • Student self-description offers a richer understanding of their intersecting identities.
  • Recognizing diverse identity orientations is key to fostering truly inclusive STEM environments.