Student-Affairs Identity Salience: The Role of Social Identity in Practice

Olson, Avery B.; Alvarado, Adriana Ruiz

doi:10.1080/19496591.2023.2192180

Cited by 1 publication

(1 citation statement)

References 28 publications

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“…Fortunately, lack of perception of these practices is not detrimentally affecting student science identity and other affective measures. Likely, students are relying on other sources–such as cultural capital ( 6 ), student affairs ( 41 , 42 ), and/or their existing capital and resilience from previous experiences ( 43 , 44 )–to develop these factors and succeed in STEM. These findings indicate that there is room for growth in science education practice in terms of increasing DEI-related practices in the classroom.…”

Section: Discussionmentioning

confidence: 99%

Student perceptions of inclusive pedagogy in undergraduate STEM classrooms

Valdez,

Kelp

2023

J Microbiol Biol Educ.

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In university STEM classrooms, the incorporation of inclusive practices improves student performance, decreases disparities in the academic success of underrepresented students, and increases student retention and persistence in Science, Technology, Engineering, and Mathematics (STEM) programs. Inclusive pedagogical practices include effective instructional choices like active learning, providing rubrics, and other strategies that have been shown to support students from disadvantaged backgrounds. Additionally, explicitly inclusive practices such as addressing microaggressions and sharing pronouns can promote a sense of belonging for students. While a plethora of literature has shown these impacts and faculty have access to resources and training about inclusive pedagogy, we were interested in whether students are noticing these practices and how student identities impact their observations of instructional practices. We surveyed undergraduates ( n = 74) from diverse STEM disciplines at a large land-grant university regarding their observation of 11 different inclusive pedagogical practices. Overall, students observed inclusive instructional practices more often than they observed explicitly diversity, equity, and inclusion (DEI)-related practices. For explicitly DEI-related practices, white students observed more practices than Students of Color. This suggests that more work needs to be done to train faculty in explicit DEI-related practices, especially with the goal of supporting Students of Color who have been historically excluded from STEM.

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