Community voices: sowing, germinating, flourishing as strategies to support inclusion in STEM

Understanding gaps in academic representation while considering the intersectionality concept is paramount to promoting real progress towards a more inclusive STEM. Here we discuss ways in which STEM careers can be sown and germinated so that inclusivity can flourish.

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Veröffentlicht in:	Nature communications 2022-06, Vol.13 (1), p.3219-3219, Article 3219
Hauptverfasser:	Diele-Viegas, Luisa Maria, de Almeida, Thamara Santos, Amati-Martins, Iris, Bacon, Christine D., Cassia-Silva, Cibele, Collevatti, Rosane G., Fenker, Jéssica, Cordeiro, Tabata Elise Ferreira, Ferrari, Giuliana Caldeira Pires, Franco, Ana Clara Sampaio, Gasparetto, Luiza Flores, Hipólito, Juliana, Hohlenwerger, Camila, Hörmanseder, Beatriz, de Jesus, Priscila Barreto, Matos, Suzana dos Santos, Pareja-Mejía, Daniela, Murer, Beatriz Moraes, Pavone, Carla Brunner, Pilecco, Flávia B., Queiroz-Souza, Caren, Reis, Alice, Santana, Pamela Cristina, Dias-Silva, Fernanda, Souza, Lucy, Telles, Mariana P. C., Viaggi, Jemilli, Virginio, Flávia
Format:	Artikel
Sprache:	eng
Schlagworte:	706/648 706/648/179 Academic careers Children & youth Comment Developing countries Disability discrimination Early childhood education Educational Work Gender identity Girls Humanities and Social Sciences Industrialized nations LDCs Multiculturalism & pluralism multidisciplinary Non-binary gender Oppression Pedagogiskt arbete People with disabilities School dropouts Science Science & Technology - Other Topics Science (multidisciplinary) Scientists Society STEM education Stereotypes Toys Women
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Beschreibung
Zusammenfassung:	Understanding gaps in academic representation while considering the intersectionality concept is paramount to promoting real progress towards a more inclusive STEM. Here we discuss ways in which STEM careers can be sown and germinated so that inclusivity can flourish.
ISSN:	2041-1723 2041-1723
DOI:	10.1038/s41467-022-30981-6