Reducing Marginalization and Promoting Inclusivity in STEM Education: Contributions From a Mexican Higher Education Institution

• In Event: 67.059 - Enacting Social Justice Through Transformative Science Education Research in Various Contexts

Abstract

Objectives
This paper describes a workshop in which participants intended to improve engagement of marginalized groups in higher education, through reimagining their educational practices using Design Thinking-based activities (Author, 2018). The aim of this workshop was to explore innovative social and pedagogical models on STEM education focusing on dialogue and transformative learning

Perspectives
STEM education has acquired importance in recent decades due to its correlation with national economic growth. The main target beneficiaries of this workshop were marginalized communities in Mexico: indigenous people, individuals from low income neighborhoods, and blind persons, whose access to STEM education is limited and stratified. Dialogic teaching moves away from the privileging of one dominant voice towards the development of a dialogic space in educational settings where students and teachers interact around the curriculum in a plurality of perspectives (Author, 2014). Similarly, transformative learning proposes a shift in the interpretive frameworks of vulnerable participants, so that they improve their access to empowered scenarios (Author, 2018).

Modes of Inquiry & Data Sources
This workshop was held in an applied format, following a Design Thinking approach (Kelley, 2002). This strategy engaged all participants through reflection, awareness raising, and development of ideas towards building proposals to promote equity, social justice, and democracy on STEM education. 117 participants registered for the workshop; their gender was 87 female and 30 male; 28 were students and 83 were teachers, researchers and/or held other positions in the education field, while 6 declared other roles. Participants answered a survey before and after completing the workshop. Their responses were analyzed through descriptive statistics.

Findings & Conclusions
From the 117 participants, 76 responded to our baseline survey. According to their perception in valuing their own expertise before the workshop, 65% declared to be more knowledgeable about the concepts of marginalized and vulnerable populations, while also understood the meaning of empowerment. Their most important expectations were to learn inclusive pedagogies and Universal Design for Learning (UDL). Their highest motivations to attend the workshop were to promote social development and to help vulnerable or marginalized groups, followed by developing an educational intervention project, and learning about the methodology of Design Thinking. Sixteen original proposals were generated at the end of the workshop. Examples include a proposal for creating a FabLab with 3D printers and laser cutting machines in a low-income area in Monterrey, in order to manufacture furniture. The proposals will be followed up by a second call due by the end of 2018.

Scholarly Significance
STEM education operates in the contemporary context of globalization and is influenced by a complex interplay of local and global forces. In several countries, research on the quality of teaching and engagement with STEM subjects in schools and universities has influenced the design of educational policies. However, further consolidated research work is urgently needed in this area. This paper contributes to illuminate alternatives for reducing marginalization and promoting inclusivity in STEM education by exploring innovative social and pedagogical models on STEM education focusing on dialogue and transformative learning.

Authors

• Juan Manuel Fernandez-Cardenas, Tecnológico de Monterrey

• Cristina G. Reynaga-Peña