Enacting inclusive science: Culturally responsive higher education practices in science, technology, engineering, mathematics, and medicine (STEMM).

Publisher: Public Library of Science Country of Publication: United States NLM ID: 101285081 Publication Model: eCollection Cited Medium: Internet ISSN: 1932-6203 (Electronic) Linking ISSN: 19326203 NLM ISO Abbreviation: PLoS One Subsets: MEDLINE

Original Publication: San Francisco, CA : Public Library of Science

Engineering*/education ; Technology*/education; Humans ; Learning ; Curriculum ; Mathematics

Novel approaches in higher education are needed to reverse underrepresentation of racial/ethnic groups in science, technology, engineering, mathematics, and medicine (STEMM). Building on theoretical frameworks for practice in diverse learning environments, this study provides evidence for Inclusive Science as a conceptual model that reflects initiatives intended to diversify biomedical research training for undergraduates. Using multiple case study design and cross-case analysis, we analyzed data from 10 higher education sites that were awarded the Building Infrastructure Leading to Diversity (BUILD) grant funded by the National Institutes of Health (NIH). We identified the following dimensions of the Inclusive Science model: promoting participation of diverse researchers; introducing diversity innovations in science and research curriculum; improving campus climate for diversity; providing tangible institutional support; creating partnerships with diverse communities; and integrating students' social identities with science identity. We illustrate each dimension of the model with examples of campus practices across BUILD sites. While many may doubt that science can be responsive to diversity, the interventions developed by these campuses illustrate how colleges and universities can actively engage in culturally responsive practices in STEMM undergraduate training that integrate trainees' identities, knowledge of diverse communities, and create a greater awareness of the climate for diversity that affects student training and outcomes. Implications include culturally responsive strategies that many more higher education institutions can employ to support scientific career training for historically excluded groups.
Competing Interests: The authors have declared that no competing interests exist.
(Copyright: © 2024 Cobian et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

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U54 GM119024 United States GM NIGMS NIH HHS

Date Created: 20240117 Date Completed: 20240119 Latest Revision: 20240617

20250114

PMC10793921

10.1371/journal.pone.0293953

38232083