ABSTRACT
This chapter represents a call for difficult conversations around diversity in Science, Technology, Engineering, and Mathematics (STEM) curricula, especially in introductory college courses, as a way to be more culturally responsive to underrepresented students in the STEM fields and in order to better prepare future STEM professionals to participate at all levels of discourse in society. It proposes a framework for incorporating difficult conversations and provide strategies that are based on recent best practices for facilitating difficult discussions on college campuses and established scholarship on teaching and learning in STEM. One of the most effective ways to gain receptivity from students and peers when implementing change in course instruction is to clearly communicate our goals. Student activism has placed the spotlight back on safe spaces and it is important to consider the student perspective on what constitutes a safe space in the classroom.
