The multicontext path to redefining how we access and think about diversity, equity, and inclusion in STEM

Abstract

Poor gender, ethnic, and racial diversity in the geosciences and most of STEM indicates that current approaches to facilitating inclusion and equity are not complete. The prevailing academic culture in the United States tends to value “low-context” approaches to learning, such as encouraging individuated work, adhering to strict time schedules, and subscription to compartmentalized and linear learning, among other values. Yet, many women and minority students come from “high-context” cultural backgrounds. They find communal work, flexibility in time, and nonlinear and contexted learning to be salient to their academic experience. In this article, we suggest that a shift in the academic culture is needed to further advance the inclusion of more women and underrepresented minorities, as well as many majority males who have tendencies toward high-context approaches to learning. Through the application of multicontext theory and context diversity concepts, we propose that academic culture can be broadened to value the full spectrum of context orientation, and academic communities like the geosciences can develop approaches and create environments that build on the different cultural strengths of all students. We posit that this strategy of academic culture change will grow the field and lead toward broader gender, ethnic, and racial diversity in academia.