If we're going to make real strides toward #diversityinSTEM and a strong #STEMworkforce, we have a lot to unpack - issues of access, representation, cultural relevancy, bigotry, etc. Something I don't think is discussed enough: weed-out culture in academia. #AcademicChatter (1/n)
Among students in pursuing STEM degrees at my university, the idea of a "weed-out class" was universally recognized. Most students could name a particularly difficult lower-division class that acted as a gatekeeper for students who "couldn't handle" the degree program. (2/n)
For the biology degree program I was in, BIO 181 and CHM 116 were the weed out classes. They covered an absurd amount of material very quickly, often from research professors who struggled to contextualize content outside of their existing academic schemas. (3/n)
These 3 credit lectures were all accompanied by 1 credit lab courses. Lower division labs courses were by far the most taxing courses of my undergrad career, taking 5-10+ hrs/wk between the 2+ hour lab sessions and lengthy weekly lab assignments. (4/n)
I didn't have an easy time in any of these "weed-out classes" despite having had the privilege of taking honors chem and bio classes in high school (which many low income high schools don't even offer). I can't imagine trying to succeed in CHM 116 without that background. (5/n)
Students who struggle in college usually don't understand all the ways the education system is pitted against them. Weed-out classes genuinely make people believe that some students are "smart enough" to study STEM while others aren't....(6/n)
...despite the fact that being a good scientist has nothing to do with memorization skills. We aren't selecting for the "best and the brightest" when we implement gatekeeping in STEM programs. (7/n)
We're selecting for students who had a head start before getting to college, students who all learn the same way, students who have the most resources for support, and students who internalize constant stress and consumption by work as a sign of success. (8/n)
It's just wild how many people express concerns about diversifying STEM fields, yet maintain that some form of intellectual superiority (coupled with a fanaticised "work ethic") has to go into getting a degree/working in STEM. We can do better. (9/9) #AcademicTwitter
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