“Who am I to bring diversity into the classroom?” Learning communities wrestle with creating inclusive college classrooms

Abstract

This study explored the experiences of gateway course instructors during the implementation of pedagogical changes aimed at improving the success of diverse students. A detailed case study was built through analysis of peer observations, focus groups, oral and written reflections, student grades, in-depth interviews, and pre and post student surveys. Results showed that instructors faced three major challenges in implementing pedagogical changes: pragmatic challenges, student-centered challenges, and challenges to instructor self-concept. Embracing a learning paradigm and participating in a learning community helped instructors to manage these challenges and create more inclusive learning environments for students.