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Title: Equity in practice: Assigning competence to shape STEM student participation
Improving equity in undergraduate STEM is a national imperative. Although there is a rapidly growing body of research in this area, there is still a need to generate empirical evidence for equitable teaching techniques. We ground our work in Complex Instruction, an extensively researched pedagogical approach based on sociological theories and the malleability of status. This approach has been applied primarily in K-12 classrooms. In this manuscript, we explore the application of one strategy from Complex Instruction—assigning competence—to undergraduate STEM classrooms. We provide an analysis of three instructors’ implementation of assigning competence and track the impact on student participation. This work makes a unique contribution to the field, as the first study that directly documents changes in student participation resulting from assigning competence in undergraduate STEM.  more » « less
Award ID(s):
1943146
PAR ID:
10581437
Author(s) / Creator(s):
; ; ; ; ;
Editor(s):
Jeong, Jin Su
Publisher / Repository:
PLOS
Date Published:
Journal Name:
PLOS ONE
Volume:
19
Issue:
4
ISSN:
1932-6203
Page Range / eLocation ID:
e0299984
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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