RUME 25
2023
Omaha, Nebraska
How do instructors understand unequal representation in STEM?
Page: 35
While trends over the last few decades show increases in women and non-white scholars in STEM fields, there remains disparate attrition at different transition points within academia. The underrepresentation of certain demographic groups in STEM is broadly understood as rooted in systematic historical oppression and exclusion which continue their presence in various ways – but it is not clear how understood this is by faculty at large. To better understand faculty beliefs related to the (dis)advantagement of race-gender groups in STEM, we conducted a Latent Class Analysis on 945 responses from instructors of introductory chemistry, physics, and calculus courses at a variety of institutions across the United States. We then looked to see how those views relate to faculty support of policies and activities which might advance diversity and equity in postsecondary STEM education. Four clear patterns are discussed.