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June 7, 2026Journal of Social Issues

(Critical) Multicultural Cues Promote Identify Safety and Desire to Learn About STEM Inequity Among Students of Color

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Authors

GLGiselle LaiducSanta Clara UniversityRCRebecca CovarrubiasUniversity of California, Santa Cruz

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Implication

Randomized experiment shows how diversity cues improve identity safety and learning desire in students of color, indicating effective strategies for educational inclusivity.

Key Points

  • The study aims to assess how different diversity cues in course syllabi impact identity safety and the desire to learn about STEM inequity among undergraduates of color.
  • Conducted an online experiment with undergraduates of color in STEM (N=168).
  • Tested three types of diversity cues: color-evasive, multicultural, and critical multicultural.
  • Analyzed the impact on identity safety and desire to learn about STEM inequity.
  • Multicultural and critical multicultural cues significantly increased identity safety compared to color-evasive cues.
  • Participants exposed to multicultural and critical multicultural cues showed a greater desire to learn about STEM inequity due to higher perceptions of instructor allyship.
  • Responses indicated critical multicultural cues were effective yet raised concerns about their relevance to STEM courses.

Cite This Study

Laiduc et al. (2026) studied this question.

synapsesocial.com/papers/6a250cd27def13d035e1cfd5https://doi.org/10.1111/josi.70064
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