Community Support, Partnerships, and Inclusive Environments for Black Students and Professionals in Science, Engineering, and Medicine Proceedings of a Workshop (2024) / Chapter Skim
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5 Institutional Investments in Inclusive Education
5 Institutional Investments in Inclusive Education
Pages 31-44
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. • Tackling the bedrock of health disparities can be addressed with local and national partnerships that increase the number of Black students going into STEM fields (Okwuosa)
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Yancy as vice dean for diversity and inclusion serves as the calling card: As physicians, scientists, and students, we respond to a higher moral calling. We cannot be the practitioners of superb health care and the purveyors of knowledge without maintaining our consciousness about our now grossly evident social failings.1 Overview of Pipeline Programs Within that bucket of "social failings," he continued, has been the dearth of Black men and Black women in pursuing education through the medical enterprise.
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About 70 percent of the participating students require federal lunch assistance, and about 75 percent come from homes in which no one has ever attended college. "These are the children who are typically left behind in the educational cascade, and this is where we need to start if we want to accelerate the number of Black men and women entering the STEM professions," he said.
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Through another program developed with the I Am Abel F oundation, youth gain exposure to the medical field. N orthwestern brings students onto campus; provides parking, facility space, and lunch; and immerses them in learning and simulations in cardiology and gastroenterology.2 This Northwestern Partnership provides mentorship, test preparation, laptops, and other educational aids.
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As a point of comparison, he said his class at Northwestern had three Black males out of 180 students. Another program, which he helped create as a resident physician, is called STRIVE (Student to Resident Institutional Vehicle for Excellence)
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Gresalfi focuses on obstacles to developing a STEM identity and combatting the myth that "only certain kinds of people can do math." School structures provide space for only some kinds of reasoning, practices, and ways of thinking, and they invite the interpretation that people are either born mathematically competent or not. As a consequence, students choose not to participate when something seems unwelcoming or unsafe.
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Leyva shared his identity and background, and he explained how this positionality informs an activist approach to his scholarship. He highlighted two studies on the intersectionality of educational experiences among Black and Latinx STEM majors, in which students draw on identities based on their race, gender, and sexual identities (Leyva, 2016, 2018a,b, 2021; Leyva et al., 2022)
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38 Model of Identity Narratives Narratives that challenge stereotypes about who is successful Frames that define "smartness" in terms of thoughtfulness, Frames creativity Norms and Practices that: Allow students to exercise agency in finding solutions Do not emphasize comparison, Norms and Practices speed Interactions Gresalfi & Hand, 2019 FIGURE 5-1 Model of identity. SOURCE: Melissa Gresalfi, Workshop Presentation, September 20, 2022, from Gresalfi and Hand, 2019.
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First is the importance to build partnerships between STEM, humanities, and social science departments to develop curricular opportunities that nurture Black students' justice-oriented pursuits of STEM majors. Second, peer collaboration in classrooms disrupts the dominant view of doing mathematics as a solitary endeavor and expands opportunities for building Black peer networks of support.
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SOURCE: Michelle Reaves, Workshop Presentation, September 20, 2022.
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For example, they use terms that students are aware of -- such as "hustle" rather than "entrepreneurship." This cultural competency drives students' engagement and the capacity to visualize themselves in STEM industries and career pathways. The teachers embody diversity in STEM and use their own lived experiences to enhance instruction.
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He related that he was part of the entering class of Black male medical students in 1978. While still seeing challenges, he expressed some optimism about the way forward: Whether we think about changing the way in which we learn, or the environment and the context in which our students matriculate, when we think about the importance of strong leadership in the community and ingenuity among students, I'm delighted as we close this session on inclusive excellence that we see metrics across the board where things are better than they were.
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2021. Reimagining educational equity through strategic alliance partnerships as a response to the STEM-M diversity gap for under represented minorities.
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