Key points are not available for this paper at this time.
Abstract A common critique of current programs and initiatives designed to address and eradicate persistent racial disparities in undergraduate STEM education is the focus on student outcomes as an indicator of project performance. This chapter will explore the existing literature on STEM reform through the lens of organizational change highlighting the unique ways that current practice falls short of the radical change necessary for eradicating structural barriers to inclusion in STEM education. Key concepts of organizational learning, organizational change, and institutional capacity building will be presented to inform the subsequent synthesis of the myths and misconceptions of organizational change that will follow. The myths and misconceptions of designing and implementing institutional change are presented with corresponding truths of sustaining and institutionalizing organizational change and transformation.
Tykeia Robinson (Tue,) studied this question.