Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change. WCER Working Paper No. 2021-8

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Autor/inn/en	Leibnitz, Gretalyn; Gillian-Daniel, Donald L.; Greenler, Robin M.; Campbell-Montalvo, Rebecca; Metcalf, Heather; Segarra, Verónica A.; Peters, Jan W.; Patton, Shannon; Lucy-Putwen, Andrea; Sims, Ershela L.
Institution	University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER)
Titel	Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change. WCER Working Paper No. 2021-8
Quelle	(2021), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Professional Associations; Inclusion; Diversity; Equal Education; Group Membership; Talent; Schemata (Cognition); Professional Identity; Change Agents; Guidelines; Scientists; Engineering; Disadvantaged; Disproportionate Representation; Minority Groups; Gender Differences; Labor Force; Professional Personnel; Organizational Change; Self Concept; Cultural Awareness; Equal Opportunities (Jobs); Power Structure; Capacity Building; Technology; Mathematics; Self Evaluation (Groups); Governance; Leadership; Meetings; Professional Development; Professional Recognition + Suchen Sie Ihr Suchwort? STEM; Inklusion; Gruppenzugehörigkeit; Begabung; Hochbegabung; Cognition; Schema; Kognition; Richtlinien; Scientist; Wissenschaftler; Maschinenbau; Ethnische Minderheit; Geschlechterkonflikt; Labour force; Arbeitskraft; Erwerbsbevölkerung; Personalbestand; Organisationswandel; Selbstkonzept; Cultural identity; Kulturelle Identität; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Technologie; Mathematik; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Führung; Führungsposition; Meeting; Tagung
Abstract	Science, technology, engineering, and mathematics (STEM) professional societies (ProS) are uniquely positioned to foster national-level diversity, equity, and inclusion (DEI) reform. ProS serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies, thus providing "excellent leverage with which to design and promote change" (National Academy of Sciences et al., 2005). ProS could be instrumental in achieving the DEI culture reform necessary to optimize engagement of all STEM talent by leveraging disciplinary excellence resulting from diverse teams. Inclusive STEM culture reform requires that underlying "mental models'' be examined (Kania et al., 2018). The "Inclusive Professional Framework for Societies (IPF:Societies)" can help ProS change leaders (i.e., "boundary spanners'") and organizations identify and address mental models hindering DEI reform. "IPF:Societies" uses four "I's"--Identity awareness and Intercultural mindfulness (i.e., equity mindset) on which Inclusive relationships and Influential DEI actions are scaffolded. We discuss how "IPF:Societies" complements existing DEI tools. We explain how "IPF:Societies" can be applied to existing ProS policy and practice associated with common ProS functions (e.g., leadership, membership, conferences, awards, and professional development). Next steps are to pilot "IPF:Societies" with a cohort of STEM ProS. Ultimately, "IPF:Societies" has potential to promote more efficient, effective, and lasting DEI organizational transformation, and contribute to inclusive STEM disciplinary excellence. (As Provided).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01