Amherst HSTEM 2023 Spring
By Anna Baxter ’25
Motivation
In order to promote diversity, equity and inclusion education, Amherst College has assigned a Diversity, Equity, and Inclusion representative on each varsity athletic team to facilitate collaborative DEI learning. This idea is great in theory, but since it is in its infancy, there is not a clear structure or direction for the DEI representatives. As a result, some varsity teams do a lot, while others do very little. This year my team unfortunately fell into the little-work category, which inspired me to create my project. My teammates and I wanted there to be more emphasis on the importance of DEI, especially on athletic teams. To accomplish this, I have created a DEI Outline for varsity athletic teams on Amherst College. This outline is split up into two semesters, with four meetings in the first semester with one event, and three meetings in the second semester with one event. The first meeting is a team building/community normatives meeting. This is where buddy pods are formed (for larger teams) and community norms are made. Team building is important in the first meeting because it allows there to be trust and companionship for future meetings. Also, team building is great for the first-years so they can get to know their fellow teammates! This meeting will also consist of reading literature about calling-in vs calling-out prior so that all future meetings will consist of productive and respectful conversations. The six additional meetings are to ensure that each sports team has an ample amount of time to touch on three broad topics; DEI in Race, Gender/Sex, and Economics. The topics are designed to be broad so that each representative can choose the material they want that fits into these categories. I also added one team attended event each semester so that every varsity team is directly engaging with the community, in the effort to help bridge the student-athlete divide on campus. This event can be an Amherst College event or an Amherst city event. I have also included a QR code at the bottom right of my handout for the DEI representatives to use if they need examples of material or the link to the events on campus each week.
Diversity, equity and inclusion education is especially important in a team setting because it allows athletics to feel included and perform at their highest caliber. In Black Genius, Asian Fail, author Ebony McGee states that “black students face an abundance of stereotyped and racialized obstacles, they lose motivation, feel hopeless, and experience increased performance anxiety and stress, which typically leads to a decrease in test scores”. This shows that a lack in the sense of belonging can lead to doubt and eventually, lower performance. This can be relevant to athletics as well. If an athlete feels like they don’t belong on the team, or even playing the sport, this can lead them to lose their will to play which leads to a decrease in performance or quitting the sport altogether. What increases a sense of belonging is recognition. In Latinx Students Charting Their Own STEM Pathways by Blanca E. Rincón and Sarah L. Rodriguez, the authors mention the importance of recognition. They write, “Recognition, touted as the most important aspect of identity development, is dually-informed by how one views themselves and how meaningful others view them as a “science person” (Rincón and Rodriguez, 2020). This quote shows that if students feel like they don’t belong in the class, then they will be more likely to drop it and not take STEM classes in the future. The same idea applies in athletics, if an athlete feels as if they do not belong, they will be more inclined to leave the team/club/sport. In Racial Microaggressions in Everyday Life, there is a diagram provided on page 278 that shows how microaggressions (microinsults, microassaults, microinvalidations) imply negative connotations like second class citizen, alienation in homeland, stereotypes, etc. that all lead the individual to feel like they do not belong. Microaggressions create emotional turmoil, flattened confidence, and self-doubt, all of which also creates an exclusive environment (Wing Sue et al., 2007). Microaggressions are a problem in the workplace, schools, and on sports teams. Learning about how to identify microaggressions and their impact on individuals’ confidence, mental being, and performance is extremely important. DEI education initiatives could be the source of education about problems like microaggressions. In Does STEM Stand Out?, the authors mention that “STEM is the only field where Black and Latina/o youth are significantly more likely than their White peers to switch and earn a degree in another field” (Riegle-Crumb et al., 2019). This is relevant to DEI training and education for athletic teams because it shows that if there is not an inclusive environment, then those who feel excluded will be more likely to excuse themselves from that environment. It is important we implement DEI education on athletic teams because we want to create an inclusive environment where everyone feels that they belong. Lastly in Race Matters, David Asai gives a solution to creating a more inclusive environment. He says, “microaffirmations—the subtle kindness cues communicated through tone of voice and the practice of listening to understand— can increase the integration and persistence of students in science, and there is evidence that microaffirmations particularly support PEERs (persons excluded because of their ethnicity or race) at least in the short term” (Asai, 2020). Learning about microaffirmations through DEI education is just another great way to increase inclusivity in all athletic teams.
Here are some quotes from my HSTEM peers about their experiences with inclusivity:
- “A lack of exclusivity does not mean full inclusivity in an environment”
- “The fact that Anthony [Tony Jack] was able to highlight these problems and work towards improving the experience for students is the type of inclusion that we need more of”
- “This can be discouraging as, even if the people I interact with at Amherst and in these places can be inclusive, it sometimes might feel like I do not belong. The idea of this feeling of “belonging” in STEM is central to success…”
These quotes all call on the importance of inclusivity. The first quote mentions “lack of exclusivity”, which to me implies that increased diversity in classrooms, workplaces, athletic teams does not always necessarily mean inclusivity in these spaces. A program can increase the amount of diversity, but if those individuals do not feel included, then they will most likely not stay in that program. The second quote is what I feel like the DEI Outline is trying to accomplish as well. Implementing DEI education will create a better environment, and thus a better experience for everyone, not just the majority. The third quote also highlights things I have mentioned previously, that a sense of belonging is crucial to performance and success in almost every environment you can think of (school, work, home, team, research, etc.).
Goal
My short term goal for this project is for all varsity athletic teams at Amherst College adopt my outline and use it in their DEI education. I hope, with the implementation of my project, each team member will embrace the education and truly understand its importance, as well as create fully inclusive environments on each team. I hope to see that every team will find success because each member will have the opportunity and confidence to perform their best. If the DEI Outline is successful at Amherst College, I hope that other schools will choose to adopt a similar project, similarly to how the HSTEM course has increased popularity in a variety of other universities and colleges. If my project is completed and used as directed, then each varsity team will be extensively engaging in DEI work opposed to just some of them (like how it is now). An idea to tell the impact of the project will probably be around this time next and the DEIathletic representative will speak with all DEI representatives to see how they like the outline, also if/how it improved team culture. I think if more schools adopt this athletic DEI outline that that means that my project has made a huge impact.
Pathway
I have already started reaching out to try and launch my outline. I have had some great conversations with the Associate Athletic Director for DEI and Compliance, Jennifer Chuks as well as the Faculty and Athletic Liaison, Leah Schmalzbauer. Jennifer and I spoke about what she is currently doing for DEI and athletics, considering it is in its infancy at Amherst. We also spoke of implementing the outline for all varsity teams next fall as well as other options fo rDEI related information to implement in the fall as well. Leah and I spoke as well about the importance of a project like my outline, as well as the importance of each varsity team attending events to foster more community involvement. Leah is the team liaison for Men’s Lacrosse and mentioned that they have been doing a lot this year in regards to DEI and their team has experienced a significant increase in confidence, teamwork, and sense of brotherhood. The next step in my project would be working closely with Jennifer and Leah to create a finalized outline to present to each team hopefully in the fall.
For this project, I truly listened to current DEI representatives, fellow varsity athletes, faculty, and staff members. I used all of their feedback to create my final outline. However, I have to mention that the outline is “living” and will continue to be edited till we (myself, Jennifer, Leah, all other DEI representatives) feel as if it is perfect. I listened to Jennifer and validated everything she has done for the college and for DEI in athletics. I applaud her as well because she does it all by herself (for the most part) and it is a large and important role and responsibility to fall on one set of shoulders. Reflecting on my conversations with my community members, it seemed to be the consensus that DEI is important to everyone and this outline will serve as a stepping stone for future projects.
My project is similar to Paul Richardson’s project “Being Human in Athletics”. After speaking with Leah, it seems like Paul is using his project for his team this year and they have found great success. Leah spoke about partnering with me and Paul to maybe combine our ideas. Leah, Jennifer, Paul and I all have a lot of great and ambitious ideas for the future of DEI and athletics. Next year I will be the DEI representative for Amherst Women’s Ice Hockey, so I will be working very closely with other DEI representatives as well as Jennifer and Leah. Our goal is to help create the most inclusive athletic environment as possible by continuously developing the outline and using calling-in techniques to do so.
In the article Diversity climate enhances work outcomes through trust and openness in workgroup communication by Joep Hofhuis et al., the authors mention that “positive diversity outcomes include increased knowledge sharing, flexibility, creativity and, as a result, better team performance”. This is evidence that creating an inclusive environment for all through DEI work leads to greater team success. Also in the article What Are the Benefits of Diversity and Inclusion Training, it is said that “with D&I training, leaders are opting for a proactive strategy to diversity management aiming to maximize their employees’ potential…They know that in order to capitalize on these perspectives and approaches, they need to build an environment where diversity can be expressed and learned from” (Country Navigator, 2022). I really love this quote because it captures everything my project is about; increasing DEI training, creating an inclusive environment, and maximizing potential. The sources are evidence that DEI training/education is essential for all environments, especially team-based environments. Since DEI education for athletic teams is so new, there is not a lot of research specifically dedicated to athletics. I would like to see, in the future, more studies of the benefits of DEI education and athletic teams.
Outline of DEI Initiative for Athletic Teams
Fall Semester (Three Meetings, One Event)
Meeting 1
- Form Buddy Pods ( If applicable)
- Introductions and community building: fun facts, favorite things to do outside of sport, why you chose Amherst, etc.
- Create Team agreements
- Values that are important to you and your team (respect, honesty, empathy, humor, etc.). How to have a productive conversation (reference Norms of Collaboration)
- Read “Interrupting Bias” and “I’m a Black Feminist. I think Call-out Culture is Toxic” prior and discuss first in pods and second with the whole group.
Meeting 2
- Read/listen/watch an item from the “Race” category prior and discuss first in pods and second as a whole group.
Meeting 3
- Read/listen/watch an item form the “Race” category prior and discuss after
Meeting 4
- Read/listen/watch an item from the “Gender/Sex” category prior and discuss after
Attend One Event (This can be any time throughout the semester)
Spring Semester (Three meetings, One Event)
Meeting 1
- Read/listen/watch an item from the “Gender/Sex” category prior and discuss after
Meeting 2
- Read/listen/watch an item from the “Economics” category prior and discuss after
Meeting 3
- Read/listen/watch an item from any category prior and discuss after
Attend One Event (This can be any time throughout the semester)
| Team Culture | Race | Gender/Sex | Economics |
| List of Important Values | Use of Microaffirmations and call out microaggressions to help others | “They Play like Girls: Gender and Race (In)Equality in NCAA Sports” by Hattery, Angela J. | “I Too, Am Hungry” by Tony Jack |
| Norms of Collaboration | Racial Microaggressions in Everyday Life | NCAA Inclusion Forum (Podcast) | |
| I’m a Black Feminist. I Think Call-Out Culture Is Toxic. | “Racial diversity awareness among intercollegiate student athletes at an NCAA Division III institution” by Ludwig, Genevieve Elizabeth | ||
| Material and Important links Interrupting Bias: Calling Out vs Calling In |
Bibliography
Asai, D. J. (2020). Race Matters, Cell Press Vol. 181, No. 4, pp. 754-757
Country Navigator. (2023, January 18). What Are the Benefits of Diversity and Inclusion Training? Country Navigator Retrieved May 7, 2023, from
https://www.countrynavigator.com/blog/what-are-the-benefits-of-diversity-and-inclusion-trai ning/
Hofhuis, J. et al. (2016). Diversity Climate enhances work outcomes through trust and openness in workgroup communication, National Library of Medicine Vol. 5, No. 1 pp. 714
McGee, E. (2018). “Black Genius, Asian Fail”: The Detriment of Stereotype Lift and Stereotype Threat in High-Achieving Asian and Black STEM Students, Sage Publications Vol. 4, No. 4, pp. 1-16
Riegle-Crumb, C. (2019) Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields, Educational Researcher Vol. 48, No. 3, pp. 133-144 Rincó, B. E. (2021). Latinx Students Charting Their Own STEM Pathways: How Community Cultural Wealth Informs Their STEM Identities, Sage Publications Vol. 20, No. 2, pp. 149-163 Wing Sue, D. et al. (2007). Racial Microaggressions in Everyday Life, American Psychologist pp. 271-286