STEM Faculty Efforts to Lead Equitable Change: A Paradoxical and Critical Sensemaking Perspective

This data was collected for my dissertation.The purpose of this study is to understand how faculty members, independent and outside of large-scale institutional initiatives, enact change to achieve equitable student success. In examining their change efforts, the study focuses on how they make sense of their agency to navigate paradoxical tensions associated with structure and agency. Through the use of narrative inquiry (Clandinin & Connelly, 2000), eight faculty members shared their experiences with leading change efforts with the intention of increasing equitable outcomes in undergraduate STEM education. Data was collected by conducting two interviews with each participant and through the form of a written response between interviews.