Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM

In the United States, persistence for women and ethnic minorities in science, technology, engineering, and math (STEM) careers is strongly impacted by affective factors such as science identity, agency, and sense of belonging. Policies aimed at increasing the diversity of the national STEM student p...

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Autores principales:	Michael E. Moore, Dulce M. Vega, Katie M. Wiens, Natalia Caporale
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/772cbd78387f4db8b94e41a6f53e014d
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spelling	oai:doaj.org-article:772cbd78387f4db8b94e41a6f53e014d2021-11-15T15:04:41ZConnecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM10.1128/jmbe.v21i1.19551935-78851935-7877https://doaj.org/article/772cbd78387f4db8b94e41a6f53e014d2020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.1955https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885In the United States, persistence for women and ethnic minorities in science, technology, engineering, and math (STEM) careers is strongly impacted by affective factors such as science identity, agency, and sense of belonging. Policies aimed at increasing the diversity of the national STEM student population and workforce have recently focused on fostering inclusive learning environments that can positively impact the experiences of underrepresented minorities (URMs) in STEM, thus increasing their retention. While research on inclusion in STEM in higher education is relatively new, inclusion research has a rich history in several other disciplines. These fields have developed theoretical frameworks and validated instruments to conceptualize and assess inclusion. Self-determination theory (SDT) is a well-established theoretical framework in educational psychology that states that ones’ internal motivation is strongly correlated with the satisfaction of three specific psychological needs: autonomy, competency, and relatedness. In this paper, we introduce SDT and discuss how it relates to inclusion and to ongoing efforts to increase retention of STEM URM students in higher education environments. We argue that grounding inclusion initiatives in the SDT framework increases our understanding of the mechanisms mediating their impact, thus facilitating their reproducibility and generalizability. Finally, we describe how this theoretical framework has been adapted by the field of Industrial and Organizational Psychology to define and assess inclusion in the workplace as an example of how STEM education researchers can use this framework to promote and assess inclusion in their fields.Michael E. MooreDulce M. VegaKatie M. WiensNatalia CaporaleAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Michael E. Moore Dulce M. Vega Katie M. Wiens Natalia Caporale Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM
description	In the United States, persistence for women and ethnic minorities in science, technology, engineering, and math (STEM) careers is strongly impacted by affective factors such as science identity, agency, and sense of belonging. Policies aimed at increasing the diversity of the national STEM student population and workforce have recently focused on fostering inclusive learning environments that can positively impact the experiences of underrepresented minorities (URMs) in STEM, thus increasing their retention. While research on inclusion in STEM in higher education is relatively new, inclusion research has a rich history in several other disciplines. These fields have developed theoretical frameworks and validated instruments to conceptualize and assess inclusion. Self-determination theory (SDT) is a well-established theoretical framework in educational psychology that states that ones’ internal motivation is strongly correlated with the satisfaction of three specific psychological needs: autonomy, competency, and relatedness. In this paper, we introduce SDT and discuss how it relates to inclusion and to ongoing efforts to increase retention of STEM URM students in higher education environments. We argue that grounding inclusion initiatives in the SDT framework increases our understanding of the mechanisms mediating their impact, thus facilitating their reproducibility and generalizability. Finally, we describe how this theoretical framework has been adapted by the field of Industrial and Organizational Psychology to define and assess inclusion in the workplace as an example of how STEM education researchers can use this framework to promote and assess inclusion in their fields.
format	article
author	Michael E. Moore Dulce M. Vega Katie M. Wiens Natalia Caporale
author_facet	Michael E. Moore Dulce M. Vega Katie M. Wiens Natalia Caporale
author_sort	Michael E. Moore
title	Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM
title_short	Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM
title_full	Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM
title_fullStr	Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM
title_full_unstemmed	Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM
title_sort	connecting theory to practice: using self-determination theory to better understand inclusion in stem
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/772cbd78387f4db8b94e41a6f53e014d
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Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM

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