![]() Another example of a focusing event intersecting with STEM emerged after the Septemattacks on the World Trade Center in New York. For instance, in the 1990s, the rise of Silicon Valley harkened dialogues about the best ways to regulate the emergence of the world wide web Norris and Inglehart (2009) and how to diversify the population of individuals involved in the growing technology space ( Twine, 2018). As a result, these focusing events, when narrowed to particular fields and industries, such as science, technology, engineering, and mathematics (STEM), enable rapid and sweeping changes in how relevant dynamics (e.g., technical skills, accreditation standards, ethical norms, etc.) are taught and performed in both postsecondary education and industry spaces ( Henderson et al., 2011 Gruber and Johnson, 2019). Since the Louis Stokes Alliances for Minority Participation’s (LSAMP) founding in 1991 ( Clewell et al., 2006 Baber and Jackson, 2018), there have been numerous focusing events Kingdon (2013) that bring specific issues to the fore of consciousness for policymakers and the public. Based on these findings, we present implications for institutional responses, LSAMP-alliance support, and future research. Guided by the research question, in what ways do pandemic policies and communications bolster the success of underrepresented minoritized students (URM) majoring in STEM, our study found four versions of policymaking (i.e., Performative, Picking Winners and Losers, Stay in your Lane, and Time Burden) that emerged and did not support URM STEM students equitably and consistently. Using the Theory of Racialized Organizations, which is a qualitative case study approach that leverages diffractive readings, was implemented to understand whether educational policy and communication responses during this time have or perpetuated inequitable systems. The purpose of this study was to understand the policy and communication responses to the pandemic as they pertained to supporting student success in STEM. The pervasiveness of whiteness within educational policy and the negative impacts of unequal distribution of resources on students of color in STEM highlight the need to center race in a theoretical framework and policy. ![]() Current research highlights the disconnect between STEM education and policy, as well as how the pandemic is disproportionately impacting communities of color. ![]() Literature has shown the positive influence of organizations, such as the Louis Stokes Alliances for Minority Participation (LSAMP), and, we argue that they can take a more active intermediary approach, that of an Organizational Buffer, to best support their students during times of uncertainty. As institutions continue to adapt to the impacts of the current public health crisis, colleges and universities are also navigating federal policy prompted by the pandemic. The COVID-19 pandemic has continued to impact every industry and test problem-solving capabilities and innovation across the board education is no exception.
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