Intergroup dialogue

A justice‐centered pedagogy to address gender inequity in STEM

Bibliographic Data

ID21392639
AuthorsBrittany A White (Department of Psychology University of Tennessee Knoxville Tennessee USA), Joseph R Miles (0000-0003-2765-3063, Department of Psychology University of Tennessee Knoxville Tennessee USA, corresponding author), Keri A Frantell (0000-0003-0309-8552, Department of Psychology University of Tennessee Knoxville Tennessee USA)
Year2021
Volume105
Issue2
Pages232-254
Publication date2021-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21599
OpenAlexW3134588864
LanguageEN
Citations received13
References cited58

Gender inequities in science, technology, engineering, and math (STEM) fields persist and calls have been made for continued efforts to challenge systemic sexism in STEM. In response to these calls, we examined the experiences of undergraduate and graduate STEM students who participated in an intergroup dialogue (IGD) focused on gender and sexism in STEM. We conceptualize IGD as a form of “justice‐centered” STEM pedagogy, designed to bring together individuals from different social identity groups with a history of tension between them (in this case, women and men in STEM) for sustained, face‐to‐face communication. The goals of the dialogue included (1) building relationships and understanding across genders, (2) developing a critical awareness of male privilege and systemic oppression (i.e., sexism), and (3) promoting capacities to work toward gender equity in STEM. The dialogue followed a modified version of an empirically validated model of IGD. Eight students participated in the IGD and post‐IGD interviews. Through grounded theory analyses of these interviews, four themes emerged including Barriers to Dialogue, Facilitative Factors, Cognitive and Attitudinal Outcomes, and Behavioral Outcomes. Ultimately, we engaged in theoretical integration around a core theme of perspective‐taking to characterize these young scientists' experiences in IGD. We explore the implications for STEM education and research and practice of IGD and conclude that IGD on gender, sexism, and intersecting forms of privilege and oppression in STEM has the potential to challenge inequitable cultures

Oppression · Pedagogy · Political science · Privilege (computing) · Sociology · Career Development and Diversity · Climate Change Communication and Perception · Education, Achievement, and Giftedness · Gender Studies · Psychology · Social Psychology

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