{"version":"1.0","type":"rich","provider_name":"Acast","provider_url":"https://acast.com","height":250,"width":700,"html":"<iframe src=\"https://embed.acast.com/$/62e3fc8484cff700133f3f9b/68fb909298df1d1e7f19635b?\" frameBorder=\"0\" width=\"700\" height=\"250\"></iframe>","title":"STEM Tea | Disrupting racism and cisheteropatriarchy through research, pedagogy and mentorship in STEM education","thumbnail_width":200,"thumbnail_height":200,"thumbnail_url":"https://open-images.acast.com/shows/62e3fc8484cff700133f3f9b/1761316886515-93b3db5b-dd00-4726-b4fc-406a07d51477.jpeg?height=200","description":"<p>In this episode of the STEM Tea podcast, host AJ Hinton is joined by&nbsp;<a href=\"https://peabody.vanderbilt.edu/bio/?pid=luis-leyva\" rel=\"noopener noreferrer\" target=\"_blank\">Luis A. Leyva</a>, Associate Professor of Mathematics Education &amp; STEM Higher Education in the Peabody College of Education &amp; Human Development at Vanderbilt University (TN, USA). Luis is the Director of the&nbsp;<a href=\"https://lab.vanderbilt.edu/prismlab/\" rel=\"noopener noreferrer\" target=\"_blank\">Power, Resistance &amp; Identity in STEM Education (PRISM) Research Lab</a>. He describes how his research examines equity through pedagogy to disrupt racism and cisheteropatriarchy for broadening opportunities among historically marginalized populations in STEM.</p><p><br></p><p>Luis discusses why amplifying marginalized experiences as knowledge sources is vital to challenge the status quo in STEM pedagogy, in addition to his perspectives about leadership as a researcher. He also shares his experiences of being an openly queer man of color as a form of resistance and the ethos of his equity-minded mentorship in the academy.</p><p><br></p><p><strong>Contents:</strong></p><ul><li>Meet Luis 00:41–02:54</li><li>The evolving definition of ‘STEM’ and variation of disciplinary cultures in the sciences 02:55–04:48</li><li>Expanding opportunities for historically marginalized groups in STEM through pedagogy 04:49–07:35</li><li>A glimpse into pedagogy in postsecondary calculus for STEM educational equity 07:36-12:25</li><li>Sustaining professional energy by nurturing aspects of personal life 12:26–16:30</li><li>The leadership challenges of making space for multiple voices whilst maintaining a collective vision 16:31–22:04</li><li>Passion for amplifying and validating experiences of intersectionality to foster a sense of belonging in STEM 22:05–25:25</li><li>Learning and growing alongside research mentees in equity-minded advising 25:26–29:54</li><li>Being out as a form of resistance, especially in STEM environments 29:55–33:13</li><li>Mentorship: paying it forward, facilitating connections and embracing equity 33:14–39:16</li><li>Closing 39:17–40:37</li></ul><p><br></p><p><strong>Relevant publications:</strong></p><ul><li><a href=\"https://doi.org/10.1177/23328584251367037\" rel=\"noopener noreferrer\" target=\"_blank\">Racially-affirming community in instructional servingness for Latin* students’ gateway mathematics classroom participation</a></li><li><a href=\"https://doi.org/10.1080/00405841.2024.2389015\" rel=\"noopener noreferrer\" target=\"_blank\">The rights of undergraduate queer and trans* students of color as STEM majors</a></li><li><a href=\"https://doi.org/10.1080/00221546.2021.1879586\" rel=\"noopener noreferrer\" target=\"_blank\">“It seems like they purposefully try to make as many kids drop”: An analysis of logics and mechanisms of racial-gendered inequality in introductory mathematics instruction</a></li></ul>","author_name":"BioTechniques"}