Siloed Efforts and Collaboration Among STEM Equity Initiatives: An Organizational Network Analysis

Daniel Mackin Freeman; Emily Knaphus-Soran; Pauline Charlotte Dott

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Conference: 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Location: Arlington, Virginia
Publication Date: February 25, 2024
Start Date: February 25, 2024
End Date: February 27, 2024
Conference Session: Track 4: Technical Session 7: Siloed Efforts and Collaboration Among STEM Equity Initiatives: An Organizational Network Analysis
Tagged Topics: Diversity and CoNECD Paper Sessions
Page Count: 27
DOI: 10.18260/1-2--45477
Permanent URL: https://peer.asee.org/45477
Download Count: 13

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Paper Authors

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Daniel Mackin Freeman University of Washington orcid.org/0000-0002-3147-9371

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Daniel Mackin Freeman is a doctoral candidate in Portland State University’s Department of Sociology and a Research Scientist at the University of Washington Center for Evaluation and Research for STEM Equity. He received his BFA in General Fine Arts with a focus on social practice from the Pacific Northwest College of Art and his MS in Sociology from Portland State University. With a background in the philosophy of art and education, Daniel’s current research focuses on how school structure and curricular emphases both result from and perpetuate social inequalities.

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Emily Knaphus-Soran University of Washington

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Emily Knaphus-Soran is a Senior Research Scientist at the Center for Evaluation and Research for STEM Equity (CERSE) at the University of Washington. She works on the evaluation of several projects aimed at improving diversity, equity, and inclusion in STEM.

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Pauline Charlotte Dott University of Washington

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Pauline C. Dott is a Ph.D. candidate in Learning Sciences and Human Development at the University of Washington in Seattle. She received her BS in Applied Learning and Development from the University of Texas at Austin and her M.Ed. from the University of Washington. Her research interests focus on multilingual and multicultural elementary students and their teachers in relation to language and equity. Pauline is currently working in collaboration with PNW LSAMP as a research assistant on a project to improve diversity, equity, and inclusion in STEM education. The research focuses on strength and asset-based methods that aim at empowering students and work towards systemic change.

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Abstract

Keywords: undergraduate, graduate, race/ethnicity

Our study explores the siloed nature of programs aimed at improving equity in STEM fields at three universities in the Pacific Northwest and investigates the factors that either facilitate or inhibit collaboration among these efforts. The study utilizes a mixed methods approach, combining surveys, social network analysis, and qualitative interviews to gain a comprehensive understanding of collaboration across initiatives with a shared goal of promoting equity in STEM.

A survey was administered to respondents representing various programs and organizations at the universities. The results indicated that while there is a high level of collaboration among equity efforts serving the general student population, these initiatives remain largely isolated from those specifically focused on equity in STEM. The research also identified key factors that facilitate effective collaboration, including open and frequent communication, shared goals, and strong relationships. Conversely, barriers to collaboration were found to include high staff turnover, limited time and resources, grant requirements, and the vertical organizational structure of institutions.

By mapping the network of STEM equity efforts at the universities and incorporating practitioners’ reflections on collaboration, this study emphasizes the need for increased communication and information exchange across equity, diversity, and inclusion (EDI) initiatives. The findings highlight a critical gap between efforts targeting general student equity and those specifically addressing STEM equity, indicating the necessity for bridging these silos to achieve meaningful systemic change.

However, certain questions remain unanswered, such as the underlying mechanisms driving the siloing of STEM EDI efforts and the extent to which the lack of collaboration hinders progress. Further research is warranted to investigate these aspects and develop strategies to overcome barriers, foster collaboration, and promote holistic approaches to equity in STEM fields.

Overall, this study sheds light on the challenges faced by practitioners involved in improving equity and underscores the importance of coordinated and collaborative efforts across diverse stakeholders to create a more inclusive and equitable STEM education environment. The findings from this research have the potential to inform policy and practice in other institutions striving to enhance equity in STEM fields and drive systemic change in the pursuit of diversity and inclusion.

Citation
Format

Mackin Freeman, D., & Knaphus-Soran, E., & Dott, P. C. (2024, February), Siloed Efforts and Collaboration Among STEM Equity Initiatives: An Organizational Network Analysis Paper presented at 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD), Arlington, Virginia. 10.18260/1-2--45477

TY  - CPAPER
AB  - Keywords: undergraduate, graduate, race/ethnicity

Our study explores the siloed nature of programs aimed at improving equity in STEM fields at three universities in the Pacific Northwest and investigates the factors that either facilitate or inhibit collaboration among these efforts. The study utilizes a mixed methods approach, combining surveys, social network analysis, and qualitative interviews to gain a comprehensive understanding of collaboration across initiatives with a shared goal of promoting equity in STEM.

A survey was administered to respondents representing various programs and organizations at the universities. The results indicated that while there is a high level of collaboration among equity efforts serving the general student population, these initiatives remain largely isolated from those specifically focused on equity in STEM. The research also identified key factors that facilitate effective collaboration, including open and frequent communication, shared goals, and strong relationships. Conversely, barriers to collaboration were found to include high staff turnover, limited time and resources, grant requirements, and the vertical organizational structure of institutions.

By mapping the network of STEM equity efforts at the universities and incorporating practitioners’ reflections on collaboration, this study emphasizes the need for increased communication and information exchange across equity, diversity, and inclusion (EDI) initiatives. The findings highlight a critical gap between efforts targeting general student equity and those specifically addressing STEM equity, indicating the necessity for bridging these silos to achieve meaningful systemic change.

However, certain questions remain unanswered, such as the underlying mechanisms driving the siloing of STEM EDI efforts and the extent to which the lack of collaboration hinders progress. Further research is warranted to investigate these aspects and develop strategies to overcome barriers, foster collaboration, and promote holistic approaches to equity in STEM fields.

Overall, this study sheds light on the challenges faced by practitioners involved in improving equity and underscores the importance of coordinated and collaborative efforts across diverse stakeholders to create a more inclusive and equitable STEM education environment. The findings from this research have the potential to inform policy and practice in other institutions striving to enhance equity in STEM fields and drive systemic change in the pursuit of diversity and inclusion.
AU  - Daniel Mackin Freeman
AU  - Emily Knaphus-Soran
AU  - Pauline Charlotte Dott
CY  - Arlington, Virginia
DA  - 2024/02/25
PB  - ASEE Conferences
TI  - Siloed Efforts and Collaboration Among STEM Equity Initiatives: An Organizational Network Analysis
UR  - https://peer.asee.org/45477
DO  - 10.18260/1-2--45477
ER  -