Open AccessWhat Really Matters for Instructors Implementing Equitable and Inclusive Teaching Approaches
Author(s) -
Tracie Marcella Addy,
Philip M. Reeves,
Derek Dube,
Khadijah A. Mitchell
Publication year - 2021
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
eISSN - 2334-4822
pISSN - 1065-237X
DOI - 10.3998/tia.182
Subject(s) - sample (material) , inclusion (mineral) , medical education , mathematics education , psychology , engineering ethics , pedagogy , engineering , medicine , social psychology , chemistry , chromatography
Supporting instructor implementation of equitable and inclusive teaching approaches is a critical area of focus in educational development. However, there is limited empirical evidence on factors that either support or hinder instructors’ implementation of inclusive teaching. The results of this national survey study reveal several predictors of instructors’ utilization of inclusive teaching approaches and reported obstacles faced. For this sample, knowledge of inclusive teaching was a statistically significant predictor of implementation, as was being from a non-STEM discipline. Responses highlighted promising approaches, several of which can inform the efforts of educational developers.