The Social Dimensions of STEM Culture: How Does Lack of Diversity and Inclusivity Affect a Student’s Socialization?

Abstract

Diversity and inclusivity matters in STEM and without them, STEM would fall apart. In the United States, Latine and African American students are severely underrepresented in STEM fields and they obtain fewer STEM degrees compared to their white counterparts (Hall, Nishina, Lewis 2017). The reasoning behind this can be due to societal, social, individual issues, or ethnic discrimination (Wiedemann 2019). This can affect retention rates, academic outcomes, self-efficacy, and one’s socialization (Estrada 2021). Students and educators need a sense of belonging to be able to thrive in the rigorous STEM environments. Students from underrepresented backgrounds need experiences of love, kindness, and a sense of belonging regardless of their diverse backgrounds. For many students and educators, the COVID-19 pandemic has caused a lot of stress and only increased the need for compassion and kindness. Students are working from home, “juggling pets, children, elderly relatives, economic pressures, unstable internet, health disparities, political unrest, climate disruptions, racism, violence, and death” (Estrada 2021). While efforts are being made to reduce this large disparity in STEM, it is not enough. Trends in the STEM fields can also be seen at Salem State University (SSU). This presentation will describe a study that attempts to understand how SSU fosters a more inclusive STEM environment for minorities and how students can find support from others like themselves. This study employs a mixed methodology that will study the institutional diversity statement and policy at SSU, and current students will be asked to fill out an anonymous survey on their sense of belonging, experiences at SSU, and how well students feel that they are supported. At the end of the survey, there is an option where students can participate in a personal interview to learn about their experiences on campus.