The importance of the democratic and multidirectional exchange of values between scientists, STEM educators, and historically underrepresented members of the community

Abstract

In the 21st century, conversations regarding responsible research and innovation (RRI) place a strong emphasis on the need for inclusion of historically underrepresented communities in the science, technology, engineering, and math (STEM) disciplines. However, many of the current methodologies for integration with STEM require members of underrepresented communities to gain representation via metrics which assess progress in an institutionalized or university setting. This form of STEM integration is exclusive rather than inclusive because it insists that underrepresented community members participate in institutionalized science to acquire representation. Alternatively, members of underrepresented communities require more diverse avenues through which to participate in science. Diversifying the opportunities for underrepresented communities to contribute offers increased potential for the democratic, equitable, and multidirectional exchange of values between scientists, STEM practitioners, and members of underrepresented communities.