Considering the Interest-Convergence Dilemma in STEM Education

Lorenzo DuBois Baber

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Career Development and Diversity Higher Education Research Studies Critical Race Theory in Education

Abstract

This study examines tensions between universalist ideology and racial/ethnic inequalities in STEM education. Using data collected from qualitative interviews with STEM diversity administrators at 10 research-intensive, public universities, the study considers programmatic goals through an interest-convergence framework. Emerging patterns reveal approaches to STEM diversity that must align with departmental norms to gain general support. Administrators find limited opportunities to challenge structural practices that marginalize underrepresented students in STEM. Implications for sustainable diversity efforts in STEM education are considered.

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1984Case Study Research: Design and Methods 1980Qualitative research and evaluation methods 2006Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development 1979Reproduction in Education, Society and Culture 2013Critical race theory: an introduction 1998Just what is critical race theory and what's it doing in a nice field like education?2004Science and Engineering Indicators 1980Brown v. Board of Education and the Interest-Convergence Dilemma

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