{'fraction_non_alphanumeric': 0.007818608287724784, 'fraction_numerical': 0.0, 'mean_word_length': 5.772486772486772, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Conceptualizing Scale in the Science of Broadening Participation of Underrepresented Groups in Higher Education

The Association of American Geographers Catalyzing Research on the Geographies of Broadening Participation Creative Scholarly Retreat explored ways in which geographers can advance approaches to broadening participation of underrepresented groups in higher education and the scientific workforce. Conversations during the retreat revealed the need for theoretical models to guide research and policy development. In this article, I ask how the geographic concept of scale can inform the problem of broadening participation of underrepresented groups in higher education. First, I explain how the concept of scale can drive future research using the literature within geography. Next, I propose the situational matrix as an analytical schema using the concept of scale. I then analyze various scales first as ordering devices and then as politically produced entities in conversations about underrepresentation in higher education. I conclude by arguing that identifying the scales that are in operation and then figuring out ways in which they function simultaneously and even in mutually contradictory ways will push the project of broadening participation forward.