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Researchers have tried to understand why some students are more successful in STEM classes than others. Some evidence suggests ZIP codes play an important role. Knowledgeable teachers and healthy physical environments for development tend to link together in resource-rich areas. Some of these areas are rural and some more urban. The most common factors are the quality of available education and social determinants of health (Tate, 2008).

These resource-rich areas have benefitted from STEM leaders and innovators, so the emphasis on strong STEM education makes sense. However, this also means early STEM success has more to do with a student’s environment than personal interest or ability. Disparities that begin in K-12 education inform the opportunities available to students in higher education, both in college access and student engagement in classes. And as some ZIP codes progress while others stagnate, students with similar life experiences will continue to reinforce assumptions about who is “good” at STEM and who is not (Tate, 2008).

Socio-economic factors — such as physical environment, family system environment, family income and occupation, and teacher experience at the K-12 level — impact not only who has access to higher education, but also the future of STEM fields (Phillips, 2019). “…[W]e note that STEM is the only field where Black and Latina/o youth are significantly more likely than their White peers to switch and earn a degree in another field…. In summary, we find evidence of white privilege in STEM degree attainment that is not mirrored in other major fields. (Riegle-Crumb et al., 2019).” Similarly, women who graduate from STEM programs are less likely to continue into STEM careers than men. Trans and genderqueer students are heavily under-represented. This means an even more homogenous group than the STEM student body is designing future technology and changing the world for everyone else.

An important approach to innovative STEM classrooms is to include and support students from varied backgrounds and lived experiences. Inclusive classrooms help everyone stay engaged and passionate, pursuing their interests in the field.

Anti-racist and inclusive practices, in the classroom and in STEM teaching, can be grounded both in pedagogy and in the instructor’s personal experience. Here are some reflective practices along with some resources available at PSU.

Anti-Racist Reflection, Research, and Action as an Act of Self and Community Care

“Teachers must be actively committed to a process of self-actualization that promotes their own well-being if they are to teach in a manner that empowers students (hooks, 1994, p. 15).”

Teachers can only go as far in the classroom as they have in their own growth and cultivation of well-being. Creating equitable, diverse, and inclusive classrooms is not one-size-fits-all. Arguably, it’s most effective when instructors have grounded their approach in critical reflection and continued learning. bell hooks describes emphasizing the community of the classroom and instructors leading with vulnerability to create an environment where students are empowered, curious, and engaged in learning.

The more instructors pay attention to their own well-being, the more vulnerability is possible in the classroom. Here are resources for fostering an inclusive, responsive classroom environment that invites instructors to care for themselves and learn about anti-racism practices.

Our identities and life experiences inform the way we teach and learn; it can be easy to accidentally alienate students who have different life experiences. Approaching students when maintaining a growth mindset and reflective teaching practice can help instructors engage in the classroom as learners themselves.

You might find diversity, equity, and inclusion discussed in ways that conflict with each other. This can be frustrating when you want to engage in this work effectively but without causing harm. When looking at DEI efforts abstractly — without the context of your own students in mind — choosing techniques may seem impossible. It can help to ask, “What does my learning community need to fully engage?”

You might reflect on some of these questions as you think about how to best support your learning community:

• What are the traditional research or learning methods in your field? Do these methods create barriers based on race, gender, class, age, or ability?
• What are some guidelines for class engagement meaningful to you as an instructor? How can you create space for others with different values to express themselves?
• Are there elements of your job that limit or broaden your ability to create an inclusive classroom?

Campus resource centers provide sample syllabus language and additional resources:

Reach out to STEM subject librarians for assistance finding resources from diverse authors and sources to supplement your syllabus.

Some external lists to consider:

Surveys can be useful for gauging student interests, needs, and familiarity with the course material both before and throughout the term.

Consider scheduling mid-quarter student feedback (a teaching consultation) through OAI, to collect qualitative student feedback anonymously.

Universal Design for Learning emphasizes creating more opportunities for students to learn course material by offering multiple means of representation, expression, and engagement.

Consider assignments that can both help you get more inclusive material and engage student interests. Some ideas:

• Ask students to find information about scientists of color or how the field has impacted groups who have been under-invested in.
• Ask students to write their own quiz or learning goals and discuss as a class how you can support each other to meet the objectives.
• Ask students to update the curriculum, or build their own curriculum based on what they learned in the course and their lived experiences. (Consider a negotiated syllabus.)

You might feel limited by what you can do in the classroom, knowing the structural inequalities that contribute to a lack of diversity. Here are some ideas for thinking about equity, diversity, and inclusion outside of a class environment.

Movements making historically and systemically marginalized STEM professionals more visible are growing. Promoting these initiatives can be a great way to support marginalized students and expand everyone’s thinking.

Students are often looking to instructors for guidance on how to create change. You may get questions about diversity already. Collaboration can be powerful and can help identify what is needed to prevent exclusion based on gender, race, class, ability, and other identities. Here are some suggestions for supporting this collaboration:

• Complete OAI’s Certificate of Innovation in College Teaching. This program helps current and future instructors think about accessibility, develop their own teaching pedagogy, and build a support network with other educators.
• Check out other professional development opportunities offered at OAI.
• Build a network of former students who want to speak to your class and mentor students in the course.
• If you have access to a Teaching Assistant (TA), promote hiring TAs who have different experiences than instructors, and work with your TA to build the syllabus.
• Meet with other instructors in your department to share resources and discuss opportunities to make the program more equitable and inclusive.

hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge. https://www-taylorfrancis-com.proxy.lib.pdx.edu/books/mono/10.4324/9780203700280/teaching-transgress-bell-hooks

Phillips, A. (2019). The Quest for Diversity in Higher Education. Pepperdine Policy Review, 11, Article 4. https://digitalcommons.pepperdine.edu/ppr/vol11/iss1/4

Riegle-Crumb, C, King, B., & Irizarry, Y. (2019). Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields. Educational Researcher, 48(3), 133–144. https://doi-org.proxy.lib.pdx.edu/10.3102/0013189X19831006

Tate, W. F. (2008). “Geography of Opportunity”: Poverty, Place, and Educational Outcomes. Educational Researcher, 37(7), 397–411. https://www-proquest-com.proxy.lib.pdx.edu/docview/216911261