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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.905 CiteScore™: 1.65

ISSN Imprimer: 1072-8325
ISSN En ligne: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.2020029900
pages 61-90


Juan Carlos Garibay
University of Virginia, 288 Ruffner Hall, 405 Emmet Street S., Charlottesville, VA 22904, USA
Shirley Vincent
Vincent Evaluation Consulting, 1216 E. 28th Street, Tulsa, OK 74114, USA
Paul Ong
University of California, Los Angeles, 5287 Public Affairs, 337 Charles E. Young Dr. E., Los Angeles, CA 90095, USA


While addressing racial inequality in the higher education curriculum and promoting an inclusive curriculum in science, technology, engineering, and math (STEM) remain contentious issues, little is known about the processes by which racial inequality in the curriculum manifests. Theory and higher education research on curricular development indicate that faculty values play a critical role in the curricular decision-making process, influencing what content is or is not included in the curriculum. However, research has yet to examine how faculty members' values toward diversity content translate into the actual inclusion of that content in comparison to other subject areas in degree programs, and whether that relationship varies across institutional factors. To address this theoretical and empirical gap in the literature this study focuses on environment/sustainability programs, a growing interdisciplinary STEM field. Using frameworks of curriculum development and campus climate along with a national sample of 227 interdisciplinary environmental and sustainability (IES) programs within 149 higher education institutions, findings show that the strength of the relationship between faculty subject values and curricular inclusion is lower for diversity content (i.e., environmental justice, EJ), business, and engineering and technology compared to chemistry, biology, and natural resources management. Additionally, the relationship between faculty values toward diversity content and its inclusion is greater at master's colleges and universities. Implications of the findings for research, policy, and practice as well as for increasing STEM curricular diversity and inclusivity are discussed.


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