What is it about?
STEM DEI programs have been critical to promoting equity and are currently navigating an anti-DEI landscape. This qualitative study explored how STEM faculty, faculty developers, and administrators, who recognized the impact of identity, power, and privilege in their relationships (self-reflexivity), advanced inclusive practices in their professional roles despite anti-DEI political pressures.
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Why is it important?
This study is important because it found that participants had heightened awareness of institutional hierarchies of power and performative actions connected to DEI while lacking time and motivation to continue DEI efforts. But, they were better equipped to have nuanced conversations about DEI and take intentional actions despite DEI bans. This study reveals that STEM faculty and staff who adopt self-reflexivity can lead to inclusive practices that benefit all STEM students despite the current environment.
Perspectives
I really enjoyed this article as it helped me begin to tease out self-reflexivity and how that materializes for STEM agents of change. The idea for this article came from initial analysis when people started sharing their fears and anxieties around anti-DEI policies and practices. I'm very happy that it is now being published as I feel this is important work for the current moment.
Selyna Beverly
Eastern Michigan University
Read the Original
This page is a summary of: Utilizing an inclusive framework to advance equity in science, technology, engineering, and mathematics within an anti–diversity, equity, and inclusion landscape., Journal of Diversity in Higher Education, March 2026, American Psychological Association (APA),
DOI: 10.1037/dhe0000716.
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