A curriculum to build learning assistants' critical consciousness and racial noticing lens.

ABSTRACT: Undergraduate learning assistants (LAs), as near-peer supports and educators who facilitate student-centered pedagogies, have the potential to transform STEM classrooms to be more equitable and just. However, LAs often receive little pedagogical training in equity and justice, especially training that frames racism and anti-racist work through a structural lens. Consequently, as they make sense of racial disparities in their disciplines and classrooms, LAs, like STEM faculty, draw on inaccurate color-evasive explanations instead of recognizing and challenging systemic barriers. This adversely impacts their equitable teaching practices, including their ability to notice and respond to racialized events and practices in their classes. By introducing LAs to frameworks of racial noticing and c

SUBMITTER: Levy R 

PROVIDER: S-EPMC12369368 | biostudies-literature | 2025 Aug

REPOSITORIES: biostudies-literature