{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124399"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124399","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A Bermuda triangle in STEM: An examination of broadening participation, diversity, equity, and inclusion within the US National Science Foundation’s REU program","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. 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The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Marlon Mitchell, accepted the attached license on 2024-04-24 at 15:33.","The student, Marlon Mitchell, submitted this Dissertation for approval on 2024-04-24 at 15:51.","This Dissertation was approved for publication on 2024-04-26 at 09:07.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20622 on 2024-09-16 at 00:36:58","Like many educational policies in the context of diversity, equity, and inclusion, the US NSF’s Broadening Participation Initiative (BP) has the inherent issue of policy implementation. Typically, the success of such policy relies heavily on the persons involved in policy execution and the procedures/practices used to achieve the initiative’s goal(s). People, policy, and procedures/practices are interconnected like points on an equilateral triangle that serve evenly balanced functions. In theory, when each piece works simultaneously in harmony, successful policy implementation with collective impact ensues. However, a breakdown or disconnect between any of the three vertices gives rise to policy implementation failure. Through inquiry, this study investigates the challenges faced when defining the separate constructs of diversity, equity, and inclusion, and how BP is implemented in US NSF REU programs. Probed in this study are Principal Investigators who are extremely instrumental in accomplishing the US NSF’s goal of increasing minority participation in STEM education and the workforce."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A Bermuda triangle in STEM: An examination of broadening participation, diversity, equity, and inclusion within the US National Science Foundation’s REU program"]}]}],"canonical_facts":{"dc:contributor":["Boyce, Ayesha","Harris, Violet","Willis, Arlette","Avent, Cherie","Reck, Rebecca"],"dc:creator":["Mitchell, Marlon E"],"dc:date":["2024-05","2024-04-26"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. 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In theory, when each piece works simultaneously in harmony, successful policy implementation with collective impact ensues. However, a breakdown or disconnect between any of the three vertices gives rise to policy implementation failure. Through inquiry, this study investigates the challenges faced when defining the separate constructs of diversity, equity, and inclusion, and how BP is implemented in US NSF REU programs. 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