#ShutDownSTEM: A Guide for Learning and Action

"Abstract: In response to a national and international awakening on the issues of anti-Blackness and systemic discrimination, we have penned this piece to serve as a resource for allies in the AI community who are wondering how they can more effectively engage with dismantling racist systems. This work aims to help elucidate areas where the AI community actively and passively contributes to anti-Blackness and offers actionable items on ways to reduce harm."

A simple way to dramatically improve performance in under-represented students: Research shows that modest school interventions can help raise grades and improve health and happiness.

A guide of strategic resources designed for faculty, created by Yale Poorvy Center for Teaching and Learning

"Bias and racism in the biomedical community thwart scientific advancement, reduce the pipeline of diverse clinicians and scientists, and contribute to racial and ethnic health disparities. We advocate for proactive antiracism approaches to eliminate barriers impacting people of colour, promote equity and achieve a more effective biomedical community."

The Meyerhoff Scholars Program (MYS) at the University of Maryland, Baltimore County (UMBC), provides a promising model for increasing retention and academic performance of underrepresented minority (URM) undergraduates in STEM and for preparing those undergraduates to pursue and succeed in graduate and professional programs.We describe here some promising early indicators that an interinstitutional partnership approach can help enable MYS-like outcomes at majority universities with different URM compositions, geographies, and institutional sizes and cultures: The University of North Carolina at Chapel Hill (UNC) and Pennsylvania State University at University Park (PSU).

Abstract: We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of learning, we problematized the measurement of equity by using two competing operationalizations of equity: Equity of Individuality and Equality of Learning . These two models led to conflicting conclusions. The Equity of Individuality operationalization indicated that collaborative instruction improved equity because all groups learned more with collaborative learning. The Equality of Learning operationalization indicated that collaborative instruction did not improve equity because differences between groups were unaffected. We discuss the implications of these mixed findings and identify areas for future research using critical quantitative perspectives in education research.

"Elite institutions are well positioned to set the standard on how to dismantle systemic racism and discrimination. As African American and Black women working at a leading US medical school, we are tired of rhetoric and euphemisms that are not yet matched with policy and action. We are ready to engage in a productive partnership with our institutional leaders to create a culture of diversity and inclusion that acts on principles of social justice and human rights."