51-7 Alignment Between Expectancy-Value and Diversity, Equity, and Inclusion to Broaden STEM Participation

Session: Geoscience Education Research: Methods, Frameworks, and Results from Emerging Scholars

Presenting Author:

Wilnelly Ventura-Valentin

Authors:

Ventura-Valentin, Wilnelly Ann¹, Brudzinski, Michael R², Hubenthal, Michael³, Haberli, Gillian⁴, Meyer, Elise⁵

(1) University of Southern Indiana, Evansville, IN, USA, (2) Miami University, Oxford, Ohio, USA, (3) EarthScope Consortium, Port Crane, NY, USA, (4) EarthScope Consortium, Port Crane, NY, USA, (5) Tufts University, Medform, MA, USA,

Abstract:

Marginalized groups remain underrepresented in STEM, with geoscience being the least diverse.  We examine how the Seismology Skill Building Workshop successfully exceeded its target recruitment and learning outcomes, while also supporting underrepresented students in unexpected ways.  We analyzed survey data and assignment performance, reviewed instructional design, and then explored the integration of expectancy-value theory (EVT) for student motivation with a diversity, equity, and inclusion (DEI) framework for broadening participation.  We found: 1) >1000 enrollment and 30% non-geoscience participation, with high involvement of underrepresented groups; 2) 40% skill gains with equal gains for underrepresented students and comparable gains in self-assessment; and 3) increased interest in and intent to pursue geoscience, with 50% gains for underrepresented students.  We interpret these results as due to equitable design choices to increase access to training, instruction effectiveness, and disciplinary interest.  In the context of EVT, these strategies reduced cost, increased expectancy, and increased value, which are also well aligned with DEI principles to address systemic barriers, empower all students through equitable pedagogy, and increase exposure to incentivize future engagement.  Alignment between these frameworks offers guidance on a learner-centered pathway for broadening participation in STEM.

Geological Society of America Abstracts with Program. Vol. 57, No. 6, 2025

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