Exploring the Journey of STEM Faculty into Justice-centered Pedagogy.

ABSTRACT: In higher education and science, technology, engineering, and mathematics (STEM), interlocking oppressions can lead to inequitable environments for those who hold marginalized identities. Instructors can play key roles in either exacerbating or mitigating these inequities through their pedagogical approaches and choice of curricular material. However, it remains unclear how instructors who self-identify as committed to justice achieve higher levels of consciousness around areas of injustice and develop the self-efficacy to dismantle barriers for students over time. Here, we draw upon critical race theory and critical white studies to investigate what events or life experiences influence STEM instructors to understand the importance of social justice and examine how STEM instructors use thi

SUBMITTER: Forsythe D 

PROVIDER: S-EPMC11659851 | biostudies-literature | 2024 Dec

REPOSITORIES: biostudies-literature