Teaching Concepts of Diversity, Equity, Inclusion and Social Responsibility Through Elementary Statistics

The use of antiracist and critical pedagogy has become a growing movement across higher education within the United States but has not been generally considered within STEM curricula. Similarly, community-engaged learning, a decades-old movement in civics learning within higher education, has made relatively little headway in STEM coursework. These two movements, however, complement each other, and both have much to contribute to how we teach statistics. Over the past five years, I have leveraged these two approaches to civic learning to incorporate themes around diversity, equity, and inclusion into my elementary statistics class. This paper outlines those efforts and provides a preliminary analysis of student-provided course evaluation data.