Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops

Area of Science:

• STEM Education
• Higher Education Pedagogy
• Social Sciences in Education

Background:

• Higher education institutions face challenges in supporting diverse students, particularly in STEM.
• Inclusive teaching requires faculty training on social identities and learning barriers like implicit bias and microaggressions.
• Diversity should be viewed as an asset to enhance learning for all students.

Purpose of the Study:

• To assess the impact of immersive workshops on faculty knowledge, attitudes, and practices.
• To equip faculty with tools for creating inclusive and culturally responsive STEM classrooms.
• To foster equitable learning environments that support diverse student success.

Main Methods:

• Multiday, off-campus immersion workshops were conducted for STEM faculty.
• Participant data were analyzed to measure changes in knowledge, attitudes, and teaching practices.
• Interventions focused on social identities and barriers to learning in STEM.

Main Results:

• Faculty knowledge of social identities and STEM learning barriers increased significantly.
• Attitudes shifted from a fixed-mindset to a more growth-oriented perspective regarding student abilities.
• Faculty modified teaching approaches to promote inclusivity and cultural responsiveness in STEM education.

Conclusions:

• Faculty are crucial for creating equitable STEM learning environments.
• Immersion workshops effectively enhance faculty awareness of factors influencing classroom culture and student success.
• Training addresses diverse social identities (race, LGBTQ, ability, socioeconomic status) to reduce STEM achievement disparities.