Fostering Equitable and Inclusive STEM opportunities

Students’ learning goals are still not aligned with a diverse STEM future, referred to as ‘the leaking STEM pipeline’ (Alper, 1993; Berryman, 1983). Growing literature explores STEM interventions that address the STEM dropout (van den Hurk, et al., 2019), stating that barriers towards STEM pathways is not linear as the metaphor ‘pipeline’. (Cannady et al., 2014). A workshop offered with the collaboration of the Science Centre, a STEM organization, and the local University examines bias, stereotype and microaggressions. This study examines a workshop that raises awareness of gender and racialized gaps in STEM fields (Blair-Loy, M., et al, 2017; Hazari, Z., et al., 2013; Moss-Racusin, C., et al., 2012). A sense of self-identity in learning spaces allows individuals to feel reflected in the places they inhabit, work and learn (Grunewald, 2003, Sobel, 2004, Smith, 2002). Adopting a place-based framework (author, 2018; 2015; 2009; 2007), and critical theory (Habermas, 1972; Carr & Kemmis, 1986; Roth, & Désautels, 2002) is central to understanding our sense of belonging (Barton, 2003; Harper, 2010; Freire, 1998, 2002; Kincheloe, 2004; Foucault, 1979; Haraway, 2000; Hodson. 1999; Giroux, 2003) in STEM learning spaces. This study employs a mixed-methods approach (Cohen, & Manion, 2000; Creswell, 2005). Themes emerged via open coding, under the tradition of grounded theory (Glasser and Strauss, 1967; Strauss & Corbin, 1990) and the constant comparative method (Barton & Tan, 2009). The results indicate a lack of awareness surrounding marginalization and privilege in STEM fields. With 62% of pre-workshop participants believing that STEM fields offer equal opportunities for all people to learn, while the post-workshop data highlighting that 31.4% of participants agreed that STEM fields offer an equal playing field for all. The results indicate that the majority did not know that accessibility to learning and inequitable STEM practices still exist. As well the results highlight the value of STEM workshops ...