An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory...

Area of Science:

• STEM Education
• Educational Psychology

Background:

• Student perceptions of inclusion are crucial for equitable STEM education.
• Understanding factors influencing these perceptions can inform pedagogical strategies.

Purpose of the Study:

• To explore students' perceptions of inclusion in introductory STEM courses.
• To identify key factors students associate with inclusive classroom environments.

Main Methods:

• Mixed-methods analysis of student ratings and open-text responses from 1930 students.
• Qualitative coding of responses into academic, identity, and nonspecific categories.
• Longitudinal tracking of 135 students across three courses.

Main Results:

• Over 80% of student responses cited academic factors (instructor interactions, course policies) influencing inclusion.
• Most academic responses aligned with evidence-based inclusive teaching practices.
• Students recognized multiple, often varying, factors affecting inclusion across different courses.

Conclusions:

• Instructors significantly impact student perceptions of inclusion through diverse teaching strategies and policies.
• Addressing academic factors is key to fostering inclusive STEM learning environments.
• Recognizing the complexity and multi-faceted nature of student inclusion is essential for educators.