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The etymology of the word diversity aligns with mathematics and science in its focus on variation. This book offers insight into how variation in identity influences the experiences and socialization of students in STEM education. Building on theories and concepts from across the social sciences, the book’s contributors engage the STEM opportunity to learn literature in novel fashion.”


William F. Tate, 
Edward Mallinckrodt Distinguished Professor in Arts & Sciences, Washington University in St. Louis

“The partnership between Dr. McGee and Dr. Robinson has given STEM diversity work an expanded, multidisciplinary lens that allows us consider both research and practitioners’ experiences. This book shares the unique perspectives of scholars from across the nation, encompassing a variety of backgrounds. It’s a rich outcome of the “Diversifying STEM” panels at Vanderbilt and related work, and a resource that can be used to better inform our practice.”


Renetta Garrison Tull, PhD, Vice Chancellor, Diversity, Equity, and Inclusion, UC Davis

Why we do it

Engineering faculty members help discover, promote, and disseminate advancements in technology. From 2007 – 2016, The percentages of women and Asian engineering faculty have steadily increased. However, the percentage of Black engineering faculty has decreased from 2.5% to 2.3% and the percentage of Hispanic engineering faculty has fluctuated between 3.4% and 3.9%. Many potential faculty members are dissuaded from entering academia because of race, gender, and other identity-based biases.

Why we do it

Engineering faculty members help discover, promote, and disseminate advancements in technology. However, many potential faculty members are dissuaded from entering academia because of racial, gender, and other identity-based biases.

WHY WE DO IT

Engineering faculty members help discover, promote, and disseminate advancements in technology. However, many potential faculty members are dissuaded from entering academia because of racial, gender, and other identity-based biases.

DISCLAMIER:
This work was supported by grant funding from the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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Peabody College, Vanderbilt University

230 Appleton Place, Nashville, TN, 37203

ebony.mcgee@vanderbilt.edu

 

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