Our study examines the barriers and bridges to DEIB among STEM students, whether undergraduate STEM majors identify as scientists, and whether identifying as a scientist leads to increased feelings of inclusion and belonging. Prior research has focused on science identity as a driver of DEIB among STEM majors. However, nearly all of these studies have utilized quantitative measures with little attention paid to how science identity relates to a broader sense of inclusion and belonging among STEM students. The current study fills this gap by presenting both quantitative and qualitative data on barriers and bridges to inclusion and belonging.
I am interested in alternative assessments, equity and diversity in STEM, physics in the context of other STEM disciplines, and the intersection of science and community issues
