Discussions about disparate success patterns in STEM courses (including mathematics, a gatekeeper to most STEM fields) often focus on student characteristics rather than institutional responsibility for student learning. Research has shown that pervasive assumptions and biases about individual ability can reinforce existing inequities. This session examined research on the culture of STEM and how institutions can shift their focus from attempting to “fix” students to redesigning STEM programs.
There is no description of this conference session. If you'd like more information please contact us at info@justequations.org.
For more insights on the role of math in ensuring educational equity, subscribe to Just Equations’ newsletter.
