Editorial: New developments in pathways toward diversity and inclusion in STEM: A United States perspective

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dc.contributor.authorGates, Alexander E.
dc.contributor.authorGilbert, Juan
dc.contributor.authorBotanga, Chris
dc.contributor.authorLondon, Bonita
dc.contributor.authorNguyen, Kim
dc.contributor.departmentGraduate Medical Education, School of Medicine
dc.date.accessioned2024-10-24T10:34:08Z
dc.date.available2024-10-24T10:34:08Z
dc.date.issued2022
dc.eprint.versionFinal published version
dc.identifier.citationGates AE, Gilbert J, Botanga C, London B, Nguyen K. Editorial: New developments in pathways toward diversity and inclusion in STEM: A United States perspective. Front Educ. 2022;7. doi:10.3389/feduc.2022.983922
dc.identifier.urihttps://hdl.handle.net/1805/44184
dc.language.isoen_US
dc.publisherFrontiers Media
dc.relation.isversionof10.3389/feduc.2022.983922
dc.relation.journalFrontiers in Education
dc.rightsAttribution 4.0 Internationalen
dc.rights.urihttps://creativecommons.org/licenses/by/4.0
dc.sourcePublisher
dc.subjectEquity
dc.subjectInclusion
dc.subjectLSAMP
dc.subjectSTEM diversity
dc.subjectSTEM education
dc.titleEditorial: New developments in pathways toward diversity and inclusion in STEM: A United States perspective
dc.typeArticle
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