Making Equitable Change: A Meta-Synthesis of Instructional Change Efforts for Marginalized Student Groups

• In Event: Policy Without Borders: Rethinking Higher Education Reform Across Nations and Narratives

Abstract

This meta-synthesis examines 20 diversity, equity, inclusion, and/or belonging-focused instructional change initiatives in U.S. undergraduate STEM education from 2013–2023. Using the Henderson et al. (2011) four-square typology as a framework, we analyzed the scale and outcomes for institutional transformation. Findings reveal most studies center faculty as change agents, yet few address power structures or specific marginalized groups. Only 30% of studies demonstrated high methodological rigor or connections with systemic change theories. Our results highlight the need for more robust, equity-oriented frameworks that move beyond generic DEIB claims to address intersectional identities and institutional levers. This work offers critical insights for researchers and practitioners aiming to implement sustainable, systemic change in STEM education.

Authors

• Rachel L. Renbarger, FHI 360

• Ying Wang, FHI 360

• Taylor Boyd, Western Michigan University

• Emily Bolger, Michigan State University

• Noah Finkelstein, University of Colorado - Boulder

• Charles R. Henderson, Western Michigan University

• M. Danny Caballero, Michigan State University

• Andrea L. Beach, Western Michigan University

• Scott P. Simkins, North Carolina A&T State University