Intentionally Addressing Equity in the Classroom: An Initial Look at Inclusive Practices in Major and Nonmajor Courses in Biology and Geology

Autor/inn/en	Kansman, Jessica; Mabry, Makenzie E.; Morrison, Aaron; Rosbach, Stephanie; Siegel, Marcelle A.
Titel	Intentionally Addressing Equity in the Classroom: An Initial Look at Inclusive Practices in Major and Nonmajor Courses in Biology and Geology
Quelle	In: Journal of College Science Teaching, 52 (2022) 2, S.68-79 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Biology; Geology; Science Instruction; Majors (Students); Nonmajors; Equal Education; College Faculty; Educational Practices; Self Concept; Inclusion; Teacher Attitudes; Science Teachers; Undergraduate Students; Student Attitudes; Tenure; Faculty Promotion; Lesson Plans; Teacher Student Relationship; Teaching Methods; Cultural Differences; Student Surveys + Suchen Sie Ihr Suchwort? Biologie; Historische Geologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Bildungspraxis; Selbstkonzept; Inklusion; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Amtszeit; Beschäftigungsdauer; Lesson planning; Unterrichtsplanung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Schülerbefragung
Abstract	Equity, as we define it, means striving to serve the needs of others and enhancing belonging by focusing on "whole humans" in emotional, sociocultural, and personal contexts. Integrating equitable practices in STEM classrooms has advantages ranging from helping students grasp concepts to better fostering student transitions into STEM culture. Through class observations, teacher interviews, and open-ended student surveys, we explore differences in perceptions of equity between major and nonmajor biology and geology courses. We uncover several themes, including that students' science identity may determine course enjoyment and that students have a variable understanding of equity. Professors acknowledge the need for equitable practices but face challenges when implementing them, especially when their teaching is perceived as undervalued in the promotion and tenure process. We provide practical applications for instructors to incorporate equity into their classrooms. Our observations highlight the importance of recognizing students' identities, intentionally discussing inclusive practices with students to promote equity, and designing lessons to meet the needs of a diverse classroom, regardless of the perceived diversity that exists. We argue that if universities value equitable instructional practices, they must increase the weight of teaching in the tenure and promotion process and provide support for faculty to incorporate equitable teaching methodologies. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01