CBE—Life Sciences EducationVol. 18, No. 4 Meeting ReportFree AccessSTEM Is Not a Monolith: A Preliminary Analysis of Variations in STEM Disciplinary Cultures and Implications for ChangeDaniel L. Reinholz, Rebecca L. Matz, Renee Cole, and Naneh ApkarianDaniel L. Reinholz*Address correspondence to: Daniel L. Reinholz (E-mail Address: [email protected]).Department of Mathematics and Statistics, San Diego State University, San Diego, CA 92182-7720Search for more papers by this author, Rebecca L. MatzHub for Innovation in Learning and Technology, Michigan State University, East Lansing, MI 48824Search for more papers by this author, Renee ColeDepartment of Chemistry, University of Iowa, Iowa City, IA 52242-1294Search for more papers by this author, and Naneh ApkarianCenter for Research on Instructional Change in Postsecondary Education, Western Michigan University, Kalamazoo, MI 49008-5288Search for more papers by this authorPublished Online:8 Nov 2019https://doi.org/10.1187/cbe.19-02-0038AboutSectionsView articleView Full TextSupplemental MaterialView PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditEmail View articleSupplemental Materialcombinedsupmats.pdf (186 KB)FiguresReferencesRelatedDetailsCited bySystemic advantage has a meaningful relationship with grade outcomes in students’ early STEM courses at six research universities23 February 2024 | International Journal of STEM Education, Vol. 11, No. 1Alternative grading practices in undergraduate STEM education: a scoping review6 May 2024 | Disciplinary and Interdisciplinary Science Education Research, Vol. 6, No. 1The Role of Interests in STEM Pursuit and Academic Performance11 Sep 2024 | International Journal of Curriculum Development and Learning Measurement, Vol. 5, No. 1Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire31 July 2024 | Computer Science Education, Vol. 1Awareness and Implementation of Evidence-Based Learning Strategies Among STEM Faculty18 June 2024 | Journal of College Science Teaching, Vol. 53, No. 4Investigating faculty perspectives on written qualifying exams in physics10 May 2024 | Physical Review Physics Education Research, Vol. 20, No. 1Exploring Undergraduate Women of Color’s Mathematical Values in the United States Through Cultural Values and Mathematical Discourses23 February 2024Possibilities and pitfalls of practitioners in trying to apply change theory as viewed through the lens of Reinholz, White, and Andrews “Change theory in STEM higher education: a systematic review”5 September 2023 | International Journal of STEM Education, Vol. 10, No. 1Co‐created environmental health science: Identifying community questions and co‐generating knowledge to support science learning22 June 2023 | Journal of Research in Science Teaching, Vol. 60, No. 8Major curricula as structures for disciplinary acculturation that contribute to student minoritization31 August 2023 | Frontiers in Education, Vol. 8Guiding principles for change in undergraduate education: An analysis of a departmental team’s change effort31 July 2023 | Physical Review Physics Education Research, Vol. 19, No. 2Programmatic innovations that accord with the retention of women in STEM careers13 March 2023 | Frontiers in Education, Vol. 8Science faculty conceptions of equity and their association to teaching practices18 December 2022 | Science Education, Vol. 107, No. 2Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice26 January 2023 | PLOS ONE, Vol. 18, No. 1Context and content of teaching conversations: exploring how to promote sharing of innovative teaching knowledge between science faculty4 August 2022 | International Journal of STEM Education, Vol. 9, No. 1Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics21 November 2022 | Frontiers in Education, Vol. 7Using Discrimination Response Ideation to Uncover Student Attitudes about Diversity and Inclusion in Computer Science17 August 2022 | ACM Transactions on Computing Education, Vol. 7Students’ Experiences and Perceptions of the Scientific Research Culture after Participating in Different Course-Based Undergraduate Research Experience ModelsJessica Dewey, Alaina Evers, and Anita SchuchardtErin Shortlidge, Monitoring Editor11 May 2022 | CBE—Life Sciences Education, Vol. 21, No. 2Guiding change in higher education: an emergent, iterative application of Kotter’s change model17 March 2020 | Studies in Higher Education, Vol. 47, No. 2Toward “Inclusifying” the Underrepresented Minority in STEM Education Research15 Dec 2021 | Journal of Microbiology & Biology Education, Vol. 22, No. 3Development of a Framework for the Culture of Scientific ResearchJessica Dewey, Gillian Roehrig, and Anita SchuchardtErin L. 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L. Reinholz et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).We thank participants at the 2017 TRUSE conference for their thoughtful responses to our questions. We also appreciate the feedback from anonymous reviewers of this article. This research was conducted without external funding.PDF download