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In an “ecological-belonging” intervention to reduce inequities in STEM, context matters
View ORCID ProfileSarah P. Hammarlund, Cheryl Scott, View ORCID ProfileKevin R. Binning, View ORCID ProfileSehoya Cotner
doi: https://doi.org/10.1101/2021.06.02.446772
Sarah P. Hammarlund
1Department of Ecology, Evolution, and Behavior, University of Minnesota, 1479 Gortner Ave., St. Paul, Minnesota, 55108, United States
2BioTechnology Institute, University of Minnesota, 1479 Gortner Ave., St. Paul, Minnesota, 55108, United States
Cheryl Scott
3Department of Biology Teaching and Learning, University of Minnesota, 3-154 MCB, 420 Washington Avenue SE, Minneapolis, Minnesota, 55455, United States
Kevin R. Binning
4Department of Psychology, University of Pittsburgh, 210 S. Bouquet Street, Pittsburgh, Pennsylvania, 15260, United States
5Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Avenue, Office 532, Pittsburgh, Pennsylvania, 15260, United States
Sehoya Cotner
3Department of Biology Teaching and Learning, University of Minnesota, 3-154 MCB, 420 Washington Avenue SE, Minneapolis, Minnesota, 55455, United States
6Department of Biological Sciences, University of Bergen, Postboks 7803, 5020 Bergen, Norway
Posted June 02, 2021.
In an “ecological-belonging” intervention to reduce inequities in STEM, context matters
Sarah P. Hammarlund, Cheryl Scott, Kevin R. Binning, Sehoya Cotner
bioRxiv 2021.06.02.446772; doi: https://doi.org/10.1101/2021.06.02.446772
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