Inequity in STEM remains a problem despite significant effort, care, and material resources dedicated to addressing it. The tendency to focus change efforts on the oppressed while leaving people and structures of power unexamined is an important reason for the slow progress.
In this talk, we present data from multiple studies considering how those who hold privileged identities engage with equity efforts. Findings highlight how well-meaning people of privilege frequently undermine equity by failing to acknowledge even obvious inequity, distancing themselves from both the causes and solutions of inequity, minimizing it when they cannot deny or distance, and justifying their own inaction. We end by offering recommendations
for both individuals of privilege as well as recommendations for policymakers.
Dr. Melissa Dancy is a principal research associate in The Evaluation Center at Western Michigan University. She holds a PhD in physics and has been an active member of the physics education research community for more than 25 years. Throughout her career, she has always been drawn to research projects that focus on improving higher education STEM classrooms and working environments by improving teaching and/or addressing inequity. Dr. Dancy has over 70 peer-reviewed or invited publications related to educational transformation, faculty development, and equity. Dr. Dancy also frequently serves as an external evaluator on NSF-funded education related projects. You can learn more about her at www.dancyconsulting.com.
Dr. Charles Henderson is a Professor and Distinguished Faculty Scholar at Western Michigan University (WMU), with a joint appointment between the Physics Department and the WMU Mallinson Institute for Science Education. He is the Director of the Mallinson Institute and co-Founder and co-Director of the WMU Center for Research on Instructional Change in Postsecondary Education (CRICPE). His research program focuses on understanding and promoting positive change in higher education, with an emphasis on STEM disciplines. Dr. Henderson’s work has been supported by over $11M in external grants and has resulted in many publications (see https://sites.google.com/view/chenderson). He is a Fulbright Scholar and a Fellow of the American Physical Society. Dr. Henderson is the senior editor for the journal
Physical Review Physics Education Research and has served on two National Academy of Sciences Committees: Undergraduate Physics Education Research and Implementation, and Developing Indicators for Undergraduate STEM Education.