Toward STEM library guides for positive social change: Exploring the presence of social justice, equity, diversity, and inclusion concepts on chemistry, mathematics, and physics LibGuides

In science, technology, engineering, and mathematics (STEM) fields and for the academic libraries that support them, social justice, equity, diversity, and inclusion (SJ-EDI) issues have been slowly addressed. This is despite significant scholarly, statistical, and lived experience evidence that these issues are critical barriers and obstacles for the participation and success of those studying or working in science who come from a multitude of marginalized communities and identities. One way STEM librarians can illuminate and elevate SJ-EDI issues is through the dissemination of SJ-EDI information and resources on their subject guides, LibGuides being the most prominent tool for this purpose in the library market. This exploratory study reviewed 340 LibGuides covering the science subjects of chemistry, mathematics, and physics at 119 academic institutions (4-year public/private institutions with over a thousand students) in the United States using text-based content analysis to assess the presence of SJ-EDI concepts and resources. The vast majority of the Chemistry, Mathematics, and Physics LibGuides contained little to no SJ-EDI concepts and resources. For those that did address SJ-EDI issues, the Mathematics guides lead the way with the Chemistry guides following, and the Physics guides at the rear. A cross-characteristic analysis of the institutional demographics and the presence of SJ-EDI concepts found no significant correlation between these factors, suggesting that librarian guide creators are the principal drivers of integration and not the institutions they work at. As such, the article concludes with a call-to-action and recommendations for STEM librarians on how to integrate SJ-EDI concepts and resources into their science subject guides to improve patron knowledge of systemic inequities in STEM fields.