Abstract
Miner et al. (2018) call for industrial and organizational (I-O) psychologists to examine the societal structures that influence women's underrepresentation in STEM. Here we extend their ideas and suggest that diversity in STEM would benefit from considering how people develop within the context of their environment. Educational researchers refer to the knowledge people develop through daily experiences with their cultural milieu as funds of knowledge. Funds of knowledge essentially represent a person's expertise, and educational researchers have recognized that designing environments that draw from expertise facilitates success for students, including women and underrepresented minorities in STEM.
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