Diversity, Equity and Inclusion in Youth STEM outreach: A report from the MSU Science Math Resource Center – 2022

Guiding Questions

Exemplary Practices

Organization/Staff

• Does the organization’s mission/vision include a commitment to diversity, equity, and inclusion?
• Does the organization participate in campus-wide DEI assessments and efforts?
• Does the organization provide transparent plans and data on diversity-related demographics and outcomes?
• Does your team itself reflect the diversity of the populations you seek to serve?
• Have staff undertaken implicit bias training?
• Do you consistently review your practices and programs?
• Do staff have a way to report or intervene in an appropriate manner if they observe behaviors that show cultural insensitivity, racial biases, or prejudice?

• Review current team composition, mission/vision, and team training
• Participate in departmental-, college- and university-level DEI activities
• Share diversity-related demographics and outcomes with department, college, and university (being cautious of student privacy)
• Institute policies for identifying, reporting, and intervening in inappropriate or confusing situations

Media/Promotions

• Do web pages and other promotional materials include a statement of welcome to students of all backgrounds?
• Does imagery in promotional materials, signage, videos, social media, web pages, etc. depict students of all backgrounds?
• Are all web pages and other resources accessible for people with disabilities? Is translation support available for non-native English speakers?
• Do physical spaces showcase inclusive design and décor with representations of diverse identities and ways of being?
• Are we making visible the achievements of youth from under-represented groups?

• Audit current digital and physical spaces for imagery and text; update as needed
• Use MSU Content Management System and accessibility checker for web pages; do not send content only as a PDF file
• Create a plan for how to assist non-native English speakers. Pay special attention to forms/PDFs for which online translation may be unavailable.
• Create a plan for highlighting youth achievements

Guiding Questions

Exemplary Practices

Population

• Are we recruiting students of all backgrounds?
• Might we be able to recruit students regardless of past academic achievement?
• Are our recruitment efforts reaching rural, reservation, and one-room schools or other populations that have been historically excluded from STEM?

• Gather current baseline data so progress can be measured
• If possible, allow all interested students to participate
• Ensure that recruitment is focused on reaching a diverse community of participants with a special emphasis on underrepresented and/or marginalized populations

Practices

• Are we advertising in a way that is clear, available and accessible to all schools and teachers?
• Are we recruiting in a way that is inviting to all students?
• Are we considering how we can recruit schools/students who do not regularly participate in our outreach program(s)?
• Can we consider “cluster recruiting” – inviting students as teams, groups, or pairs rather than individuals?

• Contact schools/teachers/families via multiple relevant avenues (e.g., newsletters, teacher groups)
• Create promotional videos to alleviate fear of the unknown; include past participants from under-represented groups
• Recruit beyond those with pre-existing interest in STEM
• Develop and maintain community partnerships and family engagement – use liaisons located within the community, such as GEAR UP representatives
• If possible, don’t single out students—youth from historically excluded populations may feel more comfortable when with a friend or schoolmate

Guiding Questions

Exemplary Practices

Inclusivity

• Are all forms and evaluations inclusive of all students? (e.g., more than two gender options)

• Use open-ended response items on all forms and/or include multiple response options on form items

Accommodations

• Do registration forms request information regarding accommodations for students with disabilities?
• Do participants know how to access additional university resources if needed?

• Solicit information about necessary accommodations in order to properly prepare for the outreach event and suggest a deadline that will allow organizers ample time to prepare
• Share information about university resources on registration forms and promotional materials

Guiding Questions

Exemplary Practices

Program Staff

• Are the outreach organizers prepared to participate with cultural humility? (Cultural humility is “a lifelong process of self-reflection and self-critique whereby the individual not only learns about another’s culture, but one starts with an examination of her/his own beliefs and cultural identities.”¹)

• Understand the culture of potential participants
• Collaborate with cultural and/or Indigenous experts during the program design process
• Staff should take part in ongoing training and discussion

Instructors, Guest Speakers, Presenters, Volunteers

• Do the instructors, speakers, and volunteers represent the population of students being recruited/served?
• Have all instructors, guest speakers and volunteers been made aware of your organization’s commitment to diversity, equity, and inclusion?
• Have all received DEI-related training?
• Do volunteers have a way to report or intervene in an appropriate manner if they observe behaviors that show cultural insensitivity, racial biases, or prejudice?

• If available and qualified, include program leaders, instructors, and guest speakers of all backgrounds
• Reach out to campus affinity groups for volunteers, recruiters, and mentors (e.g., American Indian Club, oSTEM (Out in Science, Technology, Engineering and Mathematics)
• Include commitment to DEI and exemplary practices in volunteer recruitment, orientation, and training
• Create or share institutional resources for reporting inappropriate behaviors; instruct volunteers on how to safely report and reinforce that such reporting is appreciated, safe, and respected

Guiding Questions

Exemplary Practices

Physical Location

• What physical location would allow students of all backgrounds to attend the outreach program?
• Would a virtual attendance option alleviate financial burdens and/or increase participation? If so, do students have access to necessary technology?
• How can we make the physical location more welcoming to students of all backgrounds?

• Offer outreach events away from MSU’s main campus: rural communities, reservations, Family-Graduate Housing, schools or sites easily accessible to schools
• Offer virtual attendance if possible
• If at MSU, provide a campus map, signage with directions, etc.
• Provide a land acknowledgment at opening ceremonies—include not just the acknowledgment but share knowledge, as well

Time/Duration

• What time of year would allow students of all backgrounds to participate in the outreach event?
• What time duration would be most beneficial to students of all backgrounds?
• Does the duration of the event accommodate students with disabilities?

• If possible, offer long-term, summer outreach programs
• Offer recurring outreach programs
• Recognize students who have participated in multiple university programs
• Provide ample transition time to accommodate for students with disabilities

Instructional Format

• Does the outreach program format meet the needs of students of all backgrounds?
• What type of learning does the outreach program format encourage?

• Utilize project-based learning in program activities
• Integrate technology appropriately
• Practice culturally responsive instructional strategies
• Give students the opportunity to replicate inquiry practices used by STEM professionals
• Use multiple pathways for diverse learners

Content

• Is the content relevant to students of all backgrounds?
• Is the content both challenging and accessible to students of all backgrounds?
• Has content—including external books, films, etc.—been reviewed for bias?
• Do presentations and instructional materials include imagery that represents people of all backgrounds?
• Do you intentionally involve diverse learners in program design? In user testing?

• Utilize contexts that are relatable and/or important to students of all backgrounds
• Connect content to college and career STEM opportunities
• Maintain equitable STEM content standards

Accommodations

• What accommodations are being made for students with disabilities?

• Put in place a process to gather accommodation requests
• Identify someone responsible for overseeing accommodation requests
• Build a team of volunteers to help deliver special assistance when needed
• Accommodate requests as needed (including but not limited to closed captioning on videos, materials in multiple languages, sign language interpretation, designated seating, etc.)

Atmosphere

• Is the atmosphere welcoming to and enjoyable for students of all backgrounds?
• How does the outreach program promote the development of relationships with and among students?
• Is inclusive language used?

• Encourage innovation
• Encourage (but do not force) collaboration
• Encourage students to voice their ideas and opinions
• Practice and encourage active listening
• Encourage productive struggle
• Use gender-neutral pronouns when possible (e.g., do not refer to all scientists as he/him)

Resources

• Are students’ basic needs being met?
• Are we connecting with / publicizing other university resources that are available to students?

• Provide food, snack, drinks, etc.
• Provide access to relevant resources (e.g., TRiO, relevant offices or student centers)
• Provide a physical or virtual student support room

Program debrief

• Do post-program reviews include an assessment of DEI practices?
• Is program evaluation data related to DEI used for future program design?

• Always do a post-program debrief
• Use tools to carefully audit whether exemplary practices for DEI were followed
• Use program evaluation data to improve future programs
• When appropriate, share observations and findings with others