López Norma, Morgan Demetri L, Hutchings Quortne R, Davis Kendrick
Institute for Democracy and Higher Education, Tufts University, Medford, USA.
Department of Higher Education, Loyola University Chicago, Chicago, USA.
Int J STEM Educ. 2022;9(1):39. doi: 10.1186/s40594-022-00357-9. Epub 2022 Jun 17.
There is inconclusive evidence on the ability of scientific research in science, technology, engineering, and mathematics (STEM) education to scale-up from one context to another and ultimately become institutionalized. The dearth of evidence draws focus on how organizations change and evolve or the process of organizational learning. We designed this systematic review of the literature to uncover to what extent and how organizational theory has been leveraged within STEM interventions or as a research tool to inform the policies and practices of STEM education organizations. Unlike previous reviews, we explicitly focused on how organizational learning informs cultural transformation toward the success of racially and ethnically underrepresented minority (URM) students in STEM. The research question was: How has organizational theory and learning informed the potential for STEM education to center the success of URM students? Our results reveal that STEM entities that did not leverage organizational theory consistently fell into either the "decision trap" identified by Langely et al. created by ignoring temporal structures or deemed the innovation threatening, as Kezar suggested. We conclude with practical recommendations for the design of STEM education interventions.
关于科学、技术、工程和数学（STEM）教育领域的科学研究能否从一种情境推广到另一种情境并最终实现制度化，目前尚无确凿证据。证据的匮乏使人们将焦点集中在组织如何变革和发展，即组织学习的过程上。我们设计了这项文献系统综述，以揭示在STEM干预措施中，组织理论在何种程度上以及如何被用作研究工具，为STEM教育组织的政策和实践提供参考。与以往的综述不同，我们明确关注组织学习如何推动文化变革，以促进在STEM领域中代表性不足的少数族裔（URM）学生取得成功。研究问题是：组织理论和学习如何影响STEM教育以URM学生的成功为核心的潜力？我们的研究结果表明，那些没有持续运用组织理论的STEM实体，要么陷入了兰利等人所指出的“决策陷阱”，即忽视时间结构导致的陷阱，要么如凯扎尔所指出的，认为创新具有威胁性。我们最后针对STEM教育干预措施的设计提出了实际建议。
