Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops

Abstract

Faculty members, who are linchpins in the evolution of college classrooms into settings that provide students with equitable opportunities to succeed academically in STEM, can benefit from participating in immersion workshops structured to support their awareness of issues affecting classroom culture related to race/ethnicity, LGBTQ status, religious affiliation, ability, socioeconomic status, and other social identities that contribute to disparities in STEM achievement and persistence.