University of Iowa
Email office@phys.ksu.edu for the Zoom address
Abstract
Equity-based science, technology, engineering, and mathematics (STEM) education research takes many varied and unique forms, allowing researchers to examine student experiences and outcomes, faculty experiences and professional development, and institutional change efforts. There is a significant body of work in STEM education that recognizes the struggles many students may face in their studies and the additional burdens placed on marginalized students, including students of color, students with minoritized gender or sexual identities, and students with disabilities. One path to success may include a robust STEM identity, where a student feels connected to their studies and future as a scientist, engineer, or mathematician, and research suggests a strong dual connection between personal identities and STEM identities may also help marginalized students. Two projects, including a qualitative dissertation project on the experiences of lesbian, gay, bisexual, transgender, queer, and other sexual and gender minority (LGBTQ+) with microaggressions in science and a quantitative study on the change in math and science identities of queer and trans high school students of diverse racial backgrounds over time, will be explored in more detail and a connection between the two for future research will be presented. Faculty also play an important role in students' building STEM identities and succeeding in their chosen programs, and work that focuses on creating and sustaining actionable items for faculty will be presented. Additional mixed methods work exploring ethical research with marginalized populations and instructional change efforts in STEM will be explored through an equity lens and connected to the larger body of work on improving marginalized students' retention, success, and sense of belonging in STEM programs.