Qualitative study examines design principles of STEM programs, suggesting pathways for equity-driven change in higher education.
This study examines how STEM programs can be intentionally designed to serve as mechanisms for organizational transformation. Grounded in organizational change theory and findings from a multi-site qualitative case study of the Meyerhoff Adaptation Project, the study presents four design principles that illustrate how intentional choices can reconfigure structures, cultures, and power dynamics, which enable inequity within higher education. The principles offer guidance for developing sustainable, equity-centered STEM initiatives that advance institutional change.
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Edwin Jose Perez (2026) studied this question.
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