Why representation matters: Interpreting data to identify factors that affect Black students’ persistence in STEM
Author(s): Suann Yang1, Catherine Quinlan2
1. State University of New York College at Geneseo 2. Howard University
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1_LessonGuide_WhyRepresentationMatters.pdfDescription
This lesson was designed for the Biologists and Graph Interpretation (BioGraphI) Faculty Mentoring Network, an online professional development community. Target learner level is faculty and future faculty, though the materials could be adapted for other learners. The materials here include an instructor guide (1_LessonGuide_WhyRepresentationMatters), presentation slide deck (Google slides; 2_PresentationSlides_WhyRepresentationMatters), and a link to the interview with Dr. Quinlan, (BioGraphI Interview with Dr. Catherine Quinlan).
Quantitative learning objective(s)
- Interpret graphs and/or data figures related to the concepts from this lesson.
- Reflect on your perceptions about using graphs or figures in biology.
Diversity/equity/inclusion learning objective(s)
- Reflect on your perceptions of people who do biology.
- Compare your own interests and/or identities to those of people who do biology.
Content learning objective(s)
- Describe the social and cultural factors that affect Black students’ persistence in STEM.
Cite this work
Researchers should cite this work as follows:
- Yang, S., Quinlan, C. (2022). Why representation matters: Interpreting data to identify factors that affect Black students’ persistence in STEM. Biologists and Graph Interpretation, QUBES Educational Resources. doi:10.25334/7B59-SJ83