Considering the interest-convergence dilemma in STEM education

Research output: Contribution to journalArticlepeer-review


This study examines tensions between universalist ideology and racial/ethnic inequalities in STEM education. Using data collected from qualitative interviews with STEM diversity administrators at 10 research-intensive, public universities, the study considers programmatic goals through an interest-convergence framework. Emerging patterns reveal approaches to STEM diversity that must align with departmental norms to gain general support. Administrators find limited opportunities to challenge structural practices that marginalize underrepresented students in STEM. Implications for sustainable diversity efforts in STEM education are considered.

Original languageEnglish (US)
Pages (from-to)251-270
Number of pages20
JournalReview of Higher Education
Issue number2
StatePublished - Dec 1 2015

ASJC Scopus subject areas

  • Education


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