Considering the interest-convergence dilemma in STEM education

Lorenzo Du Bois Baber

Research output: Contribution to journalArticle

Abstract

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
Volume38
Issue number2
DOIs
StatePublished - Dec 1 2015

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ethnic inequality
education
qualitative interview
ideology
university
student

ASJC Scopus subject areas

  • Education

Cite this

Considering the interest-convergence dilemma in STEM education. / Baber, Lorenzo Du Bois.

In: Review of Higher Education, Vol. 38, No. 2, 01.12.2015, p. 251-270.

Research output: Contribution to journalArticle

Baber, Lorenzo Du Bois. / Considering the interest-convergence dilemma in STEM education. In: Review of Higher Education. 2015 ; Vol. 38, No. 2. pp. 251-270.
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