STEM Is Not a Monolith: A Preliminary Analysis of Variations in STEM Disciplinary Cultures and Implications for Change

Daniel L Reinholz; Rebecca L Matz; Renee Cole; Naneh Apkarian

doi:10.1187/cbe.19-02-0038

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STEM Is Not a Monolith: A Preliminary Analysis of Variations in STEM Disciplinary Cultures and Implications for Change

Journal article

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STEM Is Not a Monolith: A Preliminary Analysis of Variations in STEM Disciplinary Cultures and Implications for Change

Daniel L Reinholz, Rebecca L Matz, Renee Cole and Naneh Apkarian

CBE life sciences education, Vol.18(4), pp.mr4-mr4

12/2019

DOI: 10.1187/cbe.19-02-0038

PMCID: PMC8727057

PMID: 31702951

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Abstract

Research suggests that science, technology, engineering, and mathematics (STEM) departments are a productive unit of focus for systemic change efforts. In particular, they are relatively coherent units of culture, and cultural changes are critical to creating sustainable improvements. However, the STEM disciplines are often treated as a monolith in change literature, and unique aspects of these different disciplinary cultures-and consequences for change efforts-remain somewhat underdeveloped. This exploratory study focuses on similarities and differences among STEM disciplinary cultures, drawing on data gathered from scholars in discipline-based education research who attended two sessions at the 2017 Transforming Research in Undergraduate STEM Education conference. Our analyses of these data help begin to characterize disciplinary cultures using the theoretical lens of four frames: structures, symbols, power, and people. We find preliminary evidence for both similarities and differences among the cultures of STEM disciplines. Implications for change efforts and future directions for research are discussed.

Cooperative Behavior

Curriculum

Engineering - education

Faculty

Humans

Interdisciplinary Studies

Mathematics - education

Science - education

Students

Surveys and Questionnaires

Technology - education

Details

Title: Subtitle: STEM Is Not a Monolith: A Preliminary Analysis of Variations in STEM Disciplinary Cultures and Implications for Change
Creators: Daniel L Reinholz - Department of Mathematics and Statistics, San Diego State University, San Diego, CA 92182-7720
Rebecca L Matz - Hub for Innovation in Learning and Technology, Michigan State University, East Lansing, MI 48824
Renee Cole - Department of Chemistry, University of Iowa, Iowa City, IA 52242-1294
Naneh Apkarian - Center for Research on Instructional Change in Postsecondary Education, Western Michigan University, Kalamazoo, MI 49008-5288
Resource Type: Journal article
Publication Details: CBE life sciences education, Vol.18(4), pp.mr4-mr4
DOI: 10.1187/cbe.19-02-0038
PMID: 31702951
PMCID: PMC8727057
NLM abbreviation: CBE Life Sci Educ
ISSN: 1931-7913
eISSN: 1931-7913
Language: English
Date published: 12/2019
Academic Unit: Chemistry
Record Identifier: 9984216578002771

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