Interdisciplinary Culturally Responsive Learning Communities: Investigating the Impacts of a Book Study for STEM Educators

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: Researcher, Instructor, and Advisor Partnerships to Promote Diversity, Equity, and Inclusion in STEM (Table 11)

Abstract

While both the number of jobs and the rates of pay for science, technology, engineering, and math (STEM) occupations continues to grow, the demographics of those who enter STEM careers remains disproportionately White and male. This disproportionality can be traced back to opportunity gaps in college. Transforming STEM education in higher education in culturally responsive ways is imperative to increasing representation and opportunities for historically underrepresented students. This study found that a culturally responsive book study targeting university engineering faculty members had statistically significant (p < .05) positive gains in culturally responsive teaching self-efficacy. This collaboration across content areas suggests positive teaching and learning impacts in bringing a traditionally K-12 education-oriented text into STEM education at the college level.

Authors

• Nicole Ralston, University of Portland
  Presenting Author

• Rebecca Smith, University of Portland
  Presenting Author