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Equity, as we define it, means striving to serve the needs of others and enhancing belonging by focusing on “whole humans” in emotional, sociocultural, and personal contexts. Integrating equitable practices in STEM classrooms has advantages ranging from helping students grasp concepts to better fostering student transitions into STEM culture. Through class observations, teacher interviews, and open-ended student surveys, we explore differences in perceptions of equity between major and nonmajor biology and geology courses. We uncover several themes, including that students ’science identity may determine course enjoyment and that students have a variable understanding of equity. Professors acknowledge the need for equitable practices but face challenges when implementing them, especially when their teaching is perceived as undervalued in the promotion and tenure process. We provide practical applications for instructors to incorporate equity into their classrooms. Our observations highlight the importance of recognizing students’ identities, intentionally discussing inclusive practices with students to promote equity, and designing lessons to meet the needs of a diverse classroom, regardless of the perceived diversity that exists. We argue that if universities value equitable instructional practices, they must increase the weight of teaching in the tenure and promotion process and provide support for faculty to incorporate equitable teaching methodologies.

Intentionally Addressing Equity in the Classroom: An Initial Look at Inclusive Practices in Major and Nonmajor Courses in Biology and Geology