Multicultural Awareness: Diversity, Equity, and Inclusion in STEM Education.

Articles & Resources

The Five Principles

The following five principles articulate teaching strategies and behaviors combines awareness of course design with strategies for supporting learners.

Crowdmark Analytical tools

Crowdmark is a collaborative grading and analytics tool for higher education that streamlines assessment.

Online Education Initiative (OEI) Course Rubric

The Rubric is intended to establish standards relating to course design, interaction and collaboration, assessment, learner support, and accessibility.

Science Journals - AAAS

STEM Faculty Who Believe Ability is Fixed Have Larger Racial Achievement Gaps and Inspire Less Student Motivation in Their Classes

Culturally Relevant Pedagogy:

A Model To Guide Cultural Transformation in STEM Departments

Workforce Development

Workforce Development Through Online Experiential Learning for STEM Education

Serving Racial Minority Students in STEM at Minority-Serving Community Colleges

Multi-cultural Awareness Matters: More Engaged Communities, More Robust Knowledge

A resource compiled by Dr. Monica Torres where she describes the importance of DEI in academia and a brief history with the possible outcomes.

The Hispanic Population and Hispanic Serving Institutions

An Article by Dr. Vela and Dr. Gutierrez that explores the changing demographics of the U.S., the impact of educational attainment on Hispanics, and the Hispanic Serving Institution designation.

Latina Faculty Transcending Barriers: Peer Mentoring in a Hispanic-Serving Institution

In this article, Elizabeth T. Murakami and Anne-Marie Núñez conducted a research metasynthesis of publications by a group of Latina tenure-track faculty participating in a peer mentoring group, where they asked, “What peer mentoring strategies can Latina faculty employ to navigate academia?”

Exploring College Students’ Identification with an Organizational Identity for Serving Latinx Students at a Hispanic Serving Institution (HSI) and an Emerging HSI

In this article, Gina A. Garcia and Brighid Dwyer z conducted a study was to understand students’ organizational identification with an identity for serving Latinx students who attend an HSI or an emerging HSI.

The Impact of Hispanic-Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs on Latina/o Academic Self-Concept

In this article, Marcela Cuellar performed multiple regression analyses on data from the Cooperative Institutional Research Program that illuminate how background characteristics and student experiences at four-year HSIs, emerging HSIs, and non-HSIs influence Latinx academic self-concept.

Undergraduate Research Experiences: Mentoring, Awareness, and Perceptions—A Case Study at a Hispanic-Serving Institution

Laura Rodríguez Amaya, Tania Betancourt, Kristina Henry Collins, Orlando Hinojosa, and Carlos Corona explore the impact of student characteristics such as gender, classification, ethnicity, and first-generation status on UREs of STEM students through four specific constructs that current literature deems particularly important.

Factors Influencing Student Gains from Undergraduate Research Experiences at a Hispanic-Serving Institution

Heather Daniels, Sara E. Grineski, Timothy W. Collins, Danielle X. Morales, Osvaldo Morera, and Lourdes Echegoyen examine factors hypothetically relevant to underrepresented minority student gains from UREs at a Hispanic-serving institution, such as mentoring quality, family income, being Latinx, and caring for dependents.

Financial Aid, Scholarships, and Resources for Hispanic and Latino Students

A resource compiled by Maryville University.

Excluded

David Asai’s essay examines PEERs (Persons Excluded due to Ethnicity or Race) within the STEM fields as intentional and systematic.

McNair, Tia Brown, Bensimon, Estela M., and Malcom‐Piqueux, Lindsay. (2020). From Equity Talk to Equity Walk. Hoboken, NJ, USA: John Wiley & Sons, Inc.

This is a book which offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes.

Kidder, William C. and Gándara, Patricia. (2015). Two Decades After the Affirmative Action Ban: Evaluating the University of California’s Race-Neutral Efforts. Educational Testing Services.

This article examines the inequities caused following the passage of prop 209 in California. The most dramatic inequalities were seen on the wealthiest UC campuses, especially UCLA and UC Berkeley. However, some race-neutral alternative strategies to increase enrollment of underrepresented minority students such as targeted outreach, high school partnerships, and academic preparation programs can yield a more diverse student body.

Carales, V. D. (2020). Examining Educational Attainment Outcomes: A Focus on Latina/o Community College Students. Community College Review, 48(2), 195–219.

This article identifies factors related to Latino community college educational attainment outcomes

Hakkola, L., Ruben, M.A., McDonnell, C. et al. An Equity-Minded Approach to Faculty Development in a Community of Practice. Innov High Educ 46, 393–410 (2021).

This article identifies equity minded inequities as a dysfunction of the various structures, policies, and practices that instructors can control.

Cohen, R., & Kelly, A.M. (2019). The Impact of Community College Science and Mathematics Coursetaking on Graduation, Transfer, and Non-Completion. The Review of Higher Education 42(2), 595-617.

This article is a study that indicates that the academic success of community college students may be predicted by mathematics and science course-taking.

HSI STEM Hub DEI Newsletter Columns

April – Student Belonging and Peer Mentoring – Margie Vela
June – Invisible Labor of Minority Faculty – Daniel A. Estupiñan
June – List of organizations that support diversity in STEM: – Edmundo Medina, M.S., Monica Torres, Ph. D. – Edited by Margie Vela, Ph. D.
June – Discourse on Racism in the Science Classroom – Margie Vela, Ph. D.
July – Pragmatic Strategies for Becoming an Ally for the Black Community –Kimberly D. York
July – Perspective on the LGBTQ+ experience in academia: A code-switching experience– By Edmundo Medina, M.S. – Introduction by Margie Vela, Ph. D. – Edited by Monica Torres, Ph. D.
August – Connecting with students: Culture in the classroom – By Edmundo Medina, M.S. – Edited by Monica Torres, Ph. D. and Margie Vela, Ph. D.