Helping Advanced STEM Students Find STS-Self: Barriers, Contextualization, Diversity, and Humility

• In Event: What STS Can Do: Innovations and Alternatives for STS Practice – II

Abstract

Thought I left engineering when I entered my graduate school. With friendly teasing of being called as “Dr. Lee,” I was thrown back to the classroom, full of engineering and computer science students. Most did not recognize my different background. I was surprised! 10 years spent in two STS graduate schools, Korean and American, failed to camouflage my past. Gradually I realized my personal narrative, from struggle with curriculum disconnected from society to tumultuous transition to STS, resonated with students. Now I question myself: How can I use this regained STEM-self without compromising STS-self?
In this presentation, I focus on four observations from lecture, individual/group presentations, and seminars at two universities, Korean and American, for the past five years. First, I defined diversity selectively in order to help students discover their “otherness.” Classroom discussion on gender, race, ethnicity, nationality, socioeconomic status, disability, or mental health created window for multiple identities to be recognized and welcomed. Most students agreed that STEM-self and other self can coexist. Second, I emphasized ability to self-reflect and contextualize research can make them better communicators, therefore better researchers. Historical and contemporary examples were used to support this claim that STS can make good researchers great. Third, I acknowledged determinism and development ideology in me and challenged theirs with caution. I learned how to let my moderate STEM-self live along with my radical STS-self. Finally I included discussion on cultural difference, language barrier, and informal learning. I will conclude by comparing and contrasting Korean and American experiences.

Author

• Jongmin Lee, University of Science and Technology, Korea