C4.3

Climate C4.3: Shows respect and sensitivity to diverse learners, including different ways of knowing

In the below sections, credit to Dr. Susan Lord for paraphrasings of resource contributions. Discussion of Women in STEM:

• Hill et al., 2010 (This report presents an excellent introduction to the literature on women in STEM for parents, teachers,  and engineering educators.)
• Corbett and Hill, 2015 (Followup to Why so Few focuses on engineering and  computing where women are severely underrepresented. Research is summarized and solutions proposed.)

• Buse, et al., 2017 (Takeaways from the research, proven strategies, and promising  practices being used by industry thought leaders.)
• Women in Engineering ProActive Network (WEPAN) Women in STEM Knowledge Center (This website is a searchable clearinghouse for information related to women in  STEM. It includes links to websites, articles, and reports. It aims to create a professional community for  dialogue and translating research into practice. )

Discussion of race/ethnicity in STEM:

• Slaton, 2010 (Slaton examines the history of race in engineering education focusing on African American experiences)

• Trytten, et al., 2012 (This 2012 best paper shows that although Asian American students do not all conform to the stereotype,  they face discrimination because of it. Recommendations for equity are included. )

Discussion of Intersectionality in STEM:

• Camacho and Lord, 2013 (Why are there so few Latina engineers and what is the potential for change given demographic shifts of the  Latino population? This interdisciplinary, mixed-methods approach offers a new paradigm for examining  the crisis of Latinas in engineering, illuminating the nuanced and multiple exclusionary forces that shape  the culture of engineering and its borderlands.)

Tangible classroom interventions:

• Use example problems that are relatable and non-threatening (Riley, 2003)

• Shared contributions of marginalized populations to the discipline (Riley, 2003)