Good, now keep going: challenging the status quo in STEM pipeline and access programs

This contribution engages in conversation with McMahon, Griese, and Kenyon (this issue) to consider how the SURE program they describe represents a pragmatic approach to addressing the issue of underrepresentation of Indigenous people in STEM post-secondary programs. We explore how such programs are...

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Bibliographic Details
Published in:Cultural studies of science education 2019-03, Vol.14 (1), p.129-137
Main Authors: Wiseman, Dawn, Herrmann, Randy
Format: Article
Language:English
Subjects:
Access to Education
Colonialism
Disproportionate Representation
Education
Forum
Higher education
Indigenous peoples
Indigenous Populations
Native education
Native peoples
Postsecondary Education
Science Education
Sociology of Education
STEM Education
Student Recruitment
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Summary:This contribution engages in conversation with McMahon, Griese, and Kenyon (this issue) to consider how the SURE program they describe represents a pragmatic approach to addressing the issue of underrepresentation of Indigenous people in STEM post-secondary programs. We explore how such programs are generally positioned and how they might be positioned differently to challenge the status quo within Western post-secondary institutions. The challenge arises from moving beyond the immediate pragmatics of addressing an identifiable issue framed as a problem to considering how post-secondary institutions and people developing access recruitment programs might begin unlearning colonialism.
ISSN:1871-1502
1871-1510
DOI:10.1007/s11422-018-9863-3