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Publication Date
2025
Document Type
Poster
Degree Type
Graduate
Department
Biological Sciences
Mentor
Dr. Rebekka Darner
Mentor Department
Biological Sciences
Keywords
Faculty perspectives, STEM persistence, inclusive teaching, equity, inclusion, underrepresentation
Abstract
Despite the proliferation of initiatives on Equity, Diversity, Access, and Belonging (EDAB), STEM disciplines experience several inequities. Disparities continue to be evident in the underrepresentation of certain groups- Black, Indigenous, Latina, and women from historically marginalized and minoritized backgrounds in STEM fields. Additionally, low retention of students in STEM degree programs, especially for these minoritized students, is a national concern.
Notably, only a limited number of institutions of higher learning are addressing this concern by implementing initiatives that promote equity, diversity, access, and belonging (EDAB). This effort is evident in the professional developmental programs that these institutions design to equip faculty with strategies to foster inclusive classrooms. However, faculty perceptions and beliefs facilitate or hinder the implementation of these inclusive practices taught in these programs. Considering the critical position of faculty in shaping classroom climate and student experiences, it is safe to assume that faculty plays a vital role in contributing to students' success in STEM. Thus, faculty perceptions may be a factor that could influence retention rates in STEM fields. Despite this, research exploring faculty perspectives remains limited, potentially leading to disengagement and undermining longterm goals to foster equity, inclusion, and representation in STEM disciplines.
This qualitative study uses semi-structured interviews to investigate the perceptions of STEM faculty at a large Midwestern public institution. We seek to address three key research questions: (1) Does the current STEM climate at the institution align with the goals to foster equity, inclusion, and representation in STEM disciplines? (2) How effective do they perceive current STEM initiatives geared toward equity, inclusion, and representation in STEM disciplines at the institution? (3) What strategies do they employ to provide inclusive classroom instruction? This study has the potential to address these gaps and provide insight to institutional leaders, stakeholders, policymakers, and educators. The findings will be vital in formulating evidence-based strategies to enhance persistence in STEM, promote inclusion, and achieve representation within STEM disciplines.
Recommended Citation
Soyebi, Blessing, "Faculty Perspectives on Equity, Diversity, Access, and Belonging in STEM Disciplines" (2025). University Research Symposium. 480.
https://ir.library.illinoisstate.edu/rsp_urs/480
