Diversity Interventions in the Classroom: From Resistance to Action

Area of Science:

• STEM Education
• Educational Psychology

Background:

• Closing achievement gaps in STEM is crucial for educational equity.
• Faculty adoption of diversity-enhancing classroom interventions is vital for systemic change.
• Understanding faculty resistance is key to implementing effective interventions.

Purpose of the Study:

• To present and examine a theoretical model explaining faculty decisions regarding diversity interventions.
• To identify key factors influencing faculty support for or resistance to implementing diversity-enhancing classroom interventions.
• To refine the "diversity interventions-resistance to action" model.

Main Methods:

• Embedded mixed-methods design utilizing surveys and in-depth qualitative interviews.
• Study sample comprised 40 biology faculty from across the United States.
• The "diversity interventions-resistance to action" model was examined using faculty survey data and qualitative narratives.

Main Results:

• Survey results indicated that recognizing underrepresentation, interpreting it as urgent, assuming responsibility, and knowing how to help are associated with faculty's perceived value and implementation intentions.
• Qualitative narratives provided rich context on faculty perceptions of diversity and interventions.
• The model highlights faculty's role as gatekeepers in diversifying STEM education.

Conclusions:

• Faculty decisions to adopt diversity interventions are influenced by a complex interplay of awareness, urgency, responsibility, and perceived efficacy.
• Addressing faculty resistance through targeted strategies is essential for scaling up diversity-enhancing classroom interventions.
• The "diversity interventions-resistance to action" model offers a framework for understanding and overcoming barriers to diversifying STEM education.