Chapter 3: Multiculturalism in Stem: An Analysis of Theories That Guide This Research

In this chapter, the authors examine theoretical frameworks scholars use to study multicultural students in science, technology, engineering, and mathematics (STEM) at the postsecondary level. To this end, the authors reviewed the theoretical frameworks of 51 peer-reviewed journal articles from nine premiere journals. From this analysis, two patterns emerged: 1) an emphasis on individually focused frameworks, and 2) an application of frameworks that centered race. Individually focused frameworks concentrated the research design and analysis on individual attributes, while institutionally focused frameworks sought to illuminate institutional characteristics, policies, and practices that shape individual experiences and outcomes. A significant number of articles were found with frameworks focused on individual factors, such as self-concept, socialization, and integration. In contrast, fewer studies examined multicultural student experiences from institutional lenses. The investigation also revealed that over the last 10 years, researchers have increasingly employed theoretical frameworks that consider intersectional identities, climate issues, or critical race perspectives. The authors conclude the chapter with recommendations for further research.