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Critical Faculty and Peer Instructor Development: Core Components for Building Inclusive STEM Programs in Higher

Claudia von Vacano1, Michael Ruiz2, Renee Starowicz1

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|June 17, 2022
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Summary
This summary is machine-generated.

Critical faculty and peer instructor development can reduce racial and social class disparities in STEM education. These inclusive practices help improve psychological indicators of academic success for marginalized students.

Keywords:
culturally responsive teachingfaculty developmentliberation pedagogymulticultural educationpeer to peerstemteacher professional development

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Area of Science:

  • Social Psychology
  • Sociology
  • STEM Education

Background:

  • Racial and social class disparities persist in STEM fields, particularly affecting first-generation and underrepresented minority students.
  • Existing research often focuses on student-level factors (threat, motivation, identity) or macro-level societal structures, creating a gap in understanding instructional influences.
  • This study bridges social psychology and sociology to examine institutional and individual mechanisms contributing to STEM inequalities.

Purpose of the Study:

  • To investigate how instructional differences in undergraduate STEM programs contribute to disparities in academic success indicators.
  • To explore conceptual and methodological approaches for understanding and addressing these inequalities.
  • To identify critical faculty and peer instructor development as key targets for inclusive STEM education.

Main Methods:

  • The study integrates social psychological and sociological perspectives on STEM education inequalities.
  • It focuses on critical faculty and peer instructor development as intervention points.
  • The approach examines how these practices can influence both institutional and student-level factors.

Main Results:

  • Critical faculty and peer instructor development are proposed as effective strategies to disrupt historical forces perpetuating STEM inequalities.
  • These developmental practices can positively impact psychological indicators of academic success, such as learning orientations and engagement.
  • The combined approach has the potential to mitigate disparities for historically marginalized students in STEM.

Conclusions:

  • Inclusive STEM education requires a dual focus on institutional practices and student-level support.
  • Critical faculty and peer instructor development are crucial for creating equitable learning environments.
  • Addressing systemic inequalities in STEM necessitates interventions that target both macro and micro levels of educational practice.