Transitioning Learners to Calculus in Community Colleges (TLC3) 4,5 For example, mathematics programs may focus on outcomes assessment without disaggregating by race/ethnicity, or they may offer robust tutoring program without training their tutors in cultural responsiveness. Colorblind approaches ignore that mathematics is a racialized space and can reinforce dominant norms and traditions in STEM that led to BIPOC underrepresentation in the first place (Battey & Leyva, 2016 Davis & Martin, 2008). Designing for racial equity stands in contrast to colorblind approaches aimed to “lift all ships” while doing little to advance racial equity. 3 This blog post focuses on designing for racial equity in the STEM math pathway in two-year colleges, institutions that overwhelmingly serve as the primary pathway into postsecondary education for historically underserved students. 1,2 BIPOC students continue to be underrepresented in STEM, with African American students currently earning only 8.7% of bachelor’s degrees in science and engineering (National Science Board, 2022). (Image credit: Highline College)ĭespite the importance of a solid foundation in mathematics for students pursuing STEM degrees, the STEM math pathway continues to serve as a primary barrier to students pursuing STEM degrees, a barrier felt more strongly by BIPOC (Black, Indigenous, People of Color) students (Herrara & Hurtado, 2014 Palmer & Wood, 2013).
Caption: Chemistry students at Highline College.
0 kommentar(er)
