ERIC Number: EJ1110068
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?
Killpack, Tess L.; Melón, Laverne C.
CBE - Life Sciences Education, v15 n3 Essay 3 Sep 2016
Private and public policies are increasingly aimed at supporting efforts to broaden participation of a diverse body of students in higher education. Unfortunately, this increase in student diversity does not always occur alongside changes in institutional culture. Unexamined biases in institutional culture can prevent diverse students from thriving and persisting in science, technology, engineering, and mathematics (STEM) fields. Given the daily personal interactions that faculty have with students, we suggest that individual educators have the opportunity, and responsibility, to improve the retention and persistence of diverse students. However, in our experience, faculty professional development programs often limit discussions of diversity to "comfortable" topics (such as learning styles) and miss opportunities to explore deeper issues related to faculty privilege, implicit bias, and cues for stereotype threat that we all bring to the classroom. In this essay, we present a set of social science concepts that we can extend to our STEM courses to inform our efforts at inclusive excellence. We have recommended strategies for meaningful reflection and professional development with respect to diversity and inclusion, and aim to empower faculty to be change agents in their classrooms as a means to broadening participation in STEM fields.
Descriptors: STEM Education, Teacher Role, Social Bias, Stereotypes, Inclusion, College Science, Social Influences, College Faculty, Cues, Teacher Behavior, Faculty Development, Teacher Attitudes
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: firstname.lastname@example.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Sponsor: National Institute of General Medical Sciences (NIH//DHHS)
Authoring Institution: N/A
Grant or Contract Numbers: K12GM074869