Inclusive Teaching in College-Level STEM: Tensions Between Instructors’ Beliefs, Values, and Classroom Practices

Date of Award

6-2026

Degree Name

Doctor of Philosophy

Department

Science Education

First Advisor

Brandy Ann-Skjold Pleasants, Ph.D.

Second Advisor

Charles Henderson, Ph.D.

Third Advisor

Heather Petcovic, Ph.D.

Fourth Advisor

Ernest Behringer, Ph.D.

Keywords

Inclusive teaching, instructional beliefs, instructional practices, instructional barriers, introductory physics, STEM, phenomenology, professional development program, colorblindness, multiculturalism, racism, sexism

Abstract

Undergraduate students come into the classroom with various cultural and family backgrounds, personalities, races, ethnicities, genders, sexual orientations, and disabilities. Despite this diversity, the retention rate for underrepresented students in Science, Technology, Engineering, and Mathematics (STEM) majors is consistently lower than majority students. It is challenging for instructors to address these differences and teach in a way that enables all students to learn and succeed. Inclusive teaching pedagogies have been shown to reduce the bias against women and racial minorities and, thus, support the diversity of people in STEM majors and careers. To teach inclusively, it is essential for instructors to possess informed beliefs about inclusivity, knowledge of instructional practices, and the ability to identify exclusionary behaviors. However, there is a lack of research on STEM instructors’ perspectives and use of inclusive teaching. This dissertation project consists of two studies: the first study resulted in paper 1, and the second study resulted in papers 2 and 3. These studies aimed to explore the following aspects: 1. instructors’ knowledge and use of inclusive teaching strategies, 2. the relationship between instructors’ beliefs and practices regarding inclusive teaching, and 3. instructors’ perspectives on exclusionary behaviors within the classroom. To answer our research questions, we used a qualitative research approach for both studies and interviewed a total 27 STEM instructors. Study 1, with a sample of introductory physics instructors, suggests that the evidence-based inclusive teaching strategies are not widely used and that instructors encounter implementation problems, likely due to not fully understanding the strategies. Additionally, instructors tend not to value strategies that require acknowledging student identities. The findings suggest that instructors need additional support to improve their beliefs and practices. The “Inclusive STEM Teaching Course,” is a seven-week professional development (PD) course created to support STEM instructors to develop stronger beliefs and practices related to inclusive teaching. Study 2 involves an in-depth study of STEM instructors who completed this PD course. We found that these STEM instructors have the necessary beliefs about inclusive teaching, but there is a gap between their beliefs and self-reported classroom teaching practices. Additionally, these instructors were reluctant to attribute the cause of exclusionary classroom situations to racism or sexism. They also tend not to make high quality suggestions for how an instructor might attempt to address these exclusionary situations. Combined, these studies provide a better understanding of STEM instructors’ ideas about and use of inclusive teaching strategies. The findings of these studies urge continuous support for the development of instructors’ beliefs and practices related to inclusive teaching and offer recommendations toward this development.

Access Setting

Dissertation-Abstract Only

Restricted to Campus until

6-1-2028

This document is currently not available here.

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