Enabling Success Through Transformative Practices in STEM: The Effects of Applying an Anti-Deficit Framework to Diversity and Equity Programming
Duncan, D. S.; Jackson, J. L.; Collins, S.; Teherani, A.
Show abstract
Diversity, equity, and inclusion (DEI) programming and literature for historically underrepresented and marginalized students in science, technology, engineering, and mathematics degree programs often focuses on illuminating the challenges they face. The repeated emphasis on negative experiences creates a deficit-focused thread of inquiry that may unintentionally reinscribe persistent disparities and inequities. In this practice brief, we describe the positive effect of adapting anti-deficit framework with social career cognitive theory in developing and evaluating an Initiative for Maximizing Student Development program at a biomedical sciences graduate school, as well as how other institutions can explore, implement, and evaluate transformative DEI practices. In identifying and emphasizing the enablers of success while facilitating structured opportunities for personal and professional identity development, students and program leadership align values and goals to increase academic and scientific development, as well as community and social support.
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