Cargando…

Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events

Undergraduate science, technology, engineering, and mathematics (STEM) classrooms are not race-neutral spaces, and instructors have the power to center racial equity and inclusion in their instructional practices. Yet how instructors think about race and racism can impact whether and how they adopt...

Descripción completa

Detalles Bibliográficos
Autores principales:	King, Gretchen P., Russo-Tait, Tatiane, Andrews, Tessa C.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	American Society for Cell Biology 2023
Materias:	General Essays and Articles
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10074277/ https://www.ncbi.nlm.nih.gov/pubmed/36735542 http://dx.doi.org/10.1187/cbe.22-06-0104

Ejemplares similares

Postsecondary Faculty Attitudes and Beliefs about Writing-Based Pedagogies in the STEM Classroom
por: Finkenstaedt-Quinn, Solaire A., et al.
Publicado: (2022)

Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?
por: Killpack, Tess L., et al.
Publicado: (2016)

Why Students Struggle in Undergraduate Biology: Sources and Solutions
por: Tracy, Claire B., et al.
Publicado: (2022)

Classroom as Genome: Using the Tools of Genomics and Bioinformatics to Illuminate Classroom Observation Data
por: Erdmann, Robert M., et al.
Publicado: (2019)

Intensive Insulin Therapy in Intensive Care: An Example of the Struggle to Implement Evidence-Based Medicine
por: Schultz, Marcus J, et al.
Publicado: (2006)

Brain-to-Brain Synchrony in the STEM Classroom
por: Davidesco, Ido
Publicado: (2020)

Encouragement for Faculty to Implement Vision and Change
por: Harvey, Caylyn, et al.
Publicado: (2016)

Diversity Interventions in the Classroom: From Resistance to Action
por: Thoman, Dustin B., et al.
Publicado: (2021)

Faculty Experiences of the Impostor Phenomenon in STEM Fields
por: Chakraverty, Devasmita
Publicado: (2022)

SARS-CoV-2 elicits non-sterilizing immunity and evades vaccine-induced immunity: implications for future vaccination strategies
por: Beukenhorst, Anna L., et al.
Publicado: (2023)

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions
por: Pelletreau, Karen N., et al.
Publicado: (2018)

Evolution and Creationism in America's Classrooms: A National Portrait
por: Berkman, Michael B, et al.
Publicado: (2008)

Enthusiastic but Inconsistent: Graduate Teaching Assistants’ Perceptions of Their Role in the CURE Classroom
por: Goodwin, Emma C., et al.
Publicado: (2021)

An Instructor’s Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom
por: Greenall, Rebeka F., et al.
Publicado: (2022)

The Moderating Effect of Faculty Mentorship on Undergraduate Students’ Summer Research Outcomes
por: Monarrez, Angelica, et al.
Publicado: (2020)

Living a Meaningful Life While Struggling with Mental Health: Challenging Aspects Regarding Personal Recovery Encountered in the Mental Health System
por: Damsgaard, Janne Brammer, et al.
Publicado: (2021)

Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom
por: Goudsouzian, Lara K., et al.
Publicado: (2023)

Racial Categories in Medical Practice: How Useful Are They?
por: Braun, Lundy, et al.
Publicado: (2007)

Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom
por: Davidesco, Ido, et al.
Publicado: (2019)

Physical Activity in High School Classrooms: A Promising Avenue for Future Research
por: Fenesi, Barbara, et al.
Publicado: (2022)

The Synergy Zone: Connecting the Mind, Brain, and Heart for the Ideal Classroom Learning Environment
por: Zadina, Janet N.
Publicado: (2023)

The Teaching Demonstration: What Faculty Expect and How to Prepare for This Aspect of the Job Interview
por: Smith, Michelle K., et al.
Publicado: (2013)

Investigating Instructor Talk among Graduate Teaching Assistants in Undergraduate Biology Laboratory Classrooms
por: Gelinas, Katharine A., et al.
Publicado: (2022)

Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations
por: Corwin, Lisa A., et al.
Publicado: (2018)

STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities
por: Mulnix, Amy B.
Publicado: (2016)

Comparison of Cluster Analysis Methodologies for Characterization of Classroom Observation Protocol for Undergraduate STEM (COPUS) Data
por: Denaro, Kameryn, et al.
Publicado: (2021)

“Moving the Science Forward”: Faculty Perceptions of Culturally Diverse Mentor Training Benefits, Challenges, and Support
por: White-Lewis, Damani K., et al.
Publicado: (2022)

Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE)
por: DeChenne-Peters, S. E., et al.
Publicado: (2022)

Do Health and Forensic DNA Databases Increase Racial Disparities?
por: Chow-White, Peter A., et al.
Publicado: (2011)

Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement
por: Hodges, Linda C.
Publicado: (2018)

Which Group Dynamics Matter: Social Predictors of Student Achievement in Team-Based Undergraduate Science Classrooms
por: Premo, Joshua, et al.
Publicado: (2022)

IDEAL: A Community–Academic–Governmental Collaboration Toward Improving Evidence-Based Data Collection on Race and Ethnicity
por: Kader, Farah, et al.
Publicado: (2023)

A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development
por: Marbach-Ad, Gili, et al.
Publicado: (2010)

Engaging with CC Bio INSITES: Experiences of Barriers, Supports, and Belonging in Community College Faculty Participating in Biology Education Research
por: Chen Musgrove, Miranda M., et al.
Publicado: (2022)

Nothing in Evolution Makes Sense Except in the Light of DNA
por: Kalinowski, Steven T., et al.
Publicado: (2010)

Misconceptions Yesterday, Today, and Tomorrow
por: Leonard, Mary J., et al.
Publicado: (2014)

Underrepresentation by Race–Ethnicity across Stages of U.S. Science and Engineering Education
por: Garrison, Howard
Publicado: (2013)

Co-teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?
por: Haag, Kirstin, et al.
Publicado: (2023)

Engaging Students around the Complex Socioscientific Issue of Sustainability: Affordances and Tensions of Faculty Working across Disciplines to Develop Transdisciplinary Curricula
por: Lenhart, Cindy, et al.
Publicado: (2022)

Advancing Racial Health Equity Through Family-Focused Interventions for Chronic Disease Management
por: Ellis, Katrina R., et al.
Publicado: (2023)

Cannot write session to /tmp/vufind_sessions/sess_lb1idn47v8jbtaui22js55hse8