Alignment Between Expectancy-Value and Diversity, Equity, and Inclusion to Broaden STEM Participation
Tuesday
1:30pm-4:00pm
Poster Session Part of
Tuesday Poster Session
Authors
Wilnelly Ventura-Valentin, University of Southern Indiana
Mike Brudzinski, Miami University-Oxford
Michael Hubenthal, EarthScope
Gillian B Haberli, EarthScope
Elise Meyer, Tufts University
Marginalized groups remain underrepresented in STEM, with geoscience being the least
diverse. We examine how the Seismology Skill Building Workshop far exceeded its target
recruitment and learning outcomes, while also supporting underrepresented students in
unexpected ways. We analyzed survey data and assignment performance, reviewed instructional design, and then explored the integration of expectancy-value theory (EVT) for student motivation with diversity, equity, and inclusion (DEI) principles for broadening participation. We found: 1) ~6000 enrollment and 34% non-geoscience participation over 6 year, with high involvement of underrepresented groups; 2) 40% skill gains with equal gains for underrepresented students and comparable gains in self-assessment; and 3) increased interest in and intent to pursue geoscience, with 50% gains for underrepresented students. We interpret these results as due to equitable design choices to increase access to training, instructional effectiveness, and disciplinary interest. In the context of EVT, these strategies reduced cost, increased expectancy, and showcase value, which are also well aligned with DEI principles to address systemic barriers, empower all students through equitable pedagogy, and increase exposure to incentivize future engagement. Alignment between these frameworks offers guidance on a scalable learner-centered pathway for broadening participation in STEM.
diverse. We examine how the Seismology Skill Building Workshop far exceeded its target
recruitment and learning outcomes, while also supporting underrepresented students in
unexpected ways. We analyzed survey data and assignment performance, reviewed instructional design, and then explored the integration of expectancy-value theory (EVT) for student motivation with diversity, equity, and inclusion (DEI) principles for broadening participation. We found: 1) ~6000 enrollment and 34% non-geoscience participation over 6 year, with high involvement of underrepresented groups; 2) 40% skill gains with equal gains for underrepresented students and comparable gains in self-assessment; and 3) increased interest in and intent to pursue geoscience, with 50% gains for underrepresented students. We interpret these results as due to equitable design choices to increase access to training, instructional effectiveness, and disciplinary interest. In the context of EVT, these strategies reduced cost, increased expectancy, and showcase value, which are also well aligned with DEI principles to address systemic barriers, empower all students through equitable pedagogy, and increase exposure to incentivize future engagement. Alignment between these frameworks offers guidance on a scalable learner-centered pathway for broadening participation in STEM.