Enhancing Gender Inclusivity in STEM Course Syllabi

Enhancing Gender Inclusivity in STEM Course Syllabi

What is this Research About?

This research investigates the inclusivity of undergraduate STEM course syllabi, focusing on gender inclusivity and equity. Key components of inclusivity include the listing of pronouns, the inclusion of diverse authors, and the presence of inclusivity statements. The researchers identify gaps between students' expectations for inclusive practices and the actual content of syllabi, ultimately seeking to foster a more equitable learning environment for all students. 

What did the Researchers Do?

The researchers analyzed 163 syllabi from undergraduate STEM courses and conducted a survey with students to gather their perspectives on syllabus content. Participants were asked about the importance of various inclusivity cues, such as pronouns, inclusivity statements, and the representation of women and gender minority authors. The study aimed to compare students' perceptions with the actual inclusivity practices present in the syllabi. 

What did the Researchers Find?

The researchers discovered a significant disconnect between students' expectations for inclusivity and the actual content of the syllabi. Many students expressed that the presence of pronouns, inclusivity statements, and diverse authors was important for creating a welcoming learning environment. However, the analysis showed that these elements were often lacking in the syllabi reviewed, highlighting the need for improvements in inclusive practices within STEM education. 

→ How to Implement this Research in Your Classroom

Instructors can enhance inclusivity in their syllabi by taking specific actions such as: listing their pronouns to model inclusivity, including readings and materials authored by women and gender minority scholars, and incorporating explicit self-written inclusivity statements that acknowledge and support diverse identities. Additionally, educators should consider the context of their courses and adjust their expectations based on class size and format, also ensuring that discussions around systemic inequalities (E.g., Henrietta Lack’s case of racism, lack of consent and unethical treatment) are integrated into the curriculum. Implementing these practices can positively impact student engagement and retention, particularly in STEM fields.  

→  Citation

Bernardi, F., Brown, C., Davis, L., Ephraim, M., Moody, R., & Trubko, R. (2024). Cultivating inclusivity in introductory undergraduate STEM course syllabi. Humanities and Social Sciences Communications, 11(1), 1–13. https://doi.org/10.1057/s41599-024-03276-y

→  Keywords

  • Inclusivity
  • STEM Education
  • Course Syllabi
  • Gender Equity
  • Diverse Authors.  

Creative Commons by logo This work is licensed under the Creative Commons Attribution 2.0 Canada License

Snapshot Writer: Ashitija Jasrai

Snapshot Publication Date: 2024

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