Advancing Diversity, Equity, and Inclusion: Operationalizing the Inclusive Professional Framework to Develop STEM Faculty Change Agents
Abstract
:1. Introduction
- To what degree do participants of the ASI develop knowledge of IPF concepts, find value in the IPF domains (identity, intercultural, relational), and acquire confidence in their ability to implement inclusive practices?
- How do faculty, faculty developers, and administrators in STEM operationalize aspects of the IPF in their various responsibilities?
1.1. Literature Review
1.1.1. Inequities in STEM
1.1.2. Faculty’s Role in Equity
1.1.3. A Need for a New Approach: The Inclusive Professional Framework
1.2. Theoretical Framework
2. Materials and Methods
3. Results
3.1. Quantitative Results
3.2. Qualitative Results
3.2.1. Teaching and Interactions with Students
we revised the curriculum of a course for physics, where we try to include different voices into the curriculum. Usually, the scholars that are covered in physics are White male. So, we created an identified structure in the course where students can have access to different scholars from all around the world, different backgrounds, and they can know more about their stories and the achievements they did. That was a pilot that we did to combine course design technology and an inclusive curriculum.
I have talked with faculty and graduate students about the way we introduce ourselves, sort of the way we provide that first groundbreaking hello when we interact with students, and I think that is important.
I think that one thing that I perhaps do more consciously now is ask questions when I enter into a discussion with a student or a colleague to establish where they’re coming from so I have a better understanding of how I can help them, how we can get done what we need to…Now when we talk about advising or mentoring, especially with students, the questions can be a bit different, more nuanced in some ways, and maybe the students recognize it, maybe they don’t. But it certainly helps me be more effective in my role.
3.2.2. Personal Self-Awareness
3.2.3. Relationships with Colleagues
3.2.4. Institutional Effects
Our promotion and tenure process is, I would say, broken in that the criteria that we use are not very friendly to people with different backgrounds whose accomplishments will show up in different ways, and that is a challenge. And I’ve been working to try to get the discussion going on campus of changing our criteria for promotion, especially for tenure cases.
3.3. Limitations
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Pseudonym | Gender | Race/Ethnicity | Professional Position |
---|---|---|---|
Aaron | Man | White | Administrator |
Julie | Woman | White | Faculty |
Cynthia | Woman | White | Faculty/Faculty Developer |
Jeff | Man | White | Faculty |
Kiera | Woman | Black | Faculty |
Maureen | Woman | White | Faculty Developer |
Rose | Woman | White | Faculty |
Ariana | Woman | White | Faculty |
Rhonda | Woman | White | Administrator |
Damon | Man | Black | Faculty |
Amir | Man | Asian | Faculty |
Linda | Woman | White | Faculty |
Ruby | Woman | White | Faculty |
Cathleen | Woman | White | Faculty |
Extent of Knowledge | Pre 2021 | Post 2021 | p-Value | Cohen’s d |
---|---|---|---|---|
Identity | ||||
Your and others’ social and cultural identities | M = 4.29 SD = 1.21 | M = 5.23 SD = 0.61 | 0.00002 *** | 0.98 |
The intersectionality of your and others’ social and cultural identities | M = 4.26 SD = 1.31 | M = 5.16 SD = 0.77 | 0.000 *** | 0.84 |
The role that identity plays in creating effective learning environments | M = 3.68 SD = 1.46 | M = 5.06 SD = 0.68 | 0.000 *** | 1.21 |
Biases and privileges you hold, in relation to self and others | M = 4.32 SD = 1.32 | M = 5.10 SD = 0.70 | 0.000 *** | 0.73 |
Intercultural | ||||
Cultural differences | M = 4.45 SD = 1.26 | M = 4.97 SD = 1.01 | 0.019 * | 0.45 |
Aspects of your own cultural backgrounds that could influence your interactions with students and colleagues | M = 4.32 SD = 1.35 | M = 5.00 SD = 0.85 | 0.003 ** | 0.60 |
Ways to enable effective interactions with others from different racial, ethnic, or social identity groups in both domestic and international contexts | M = 3.94 SD = 1.23 | M = 4.74 SD = 0.93 | 0.000 *** | 0.73 |
Relational | ||||
Communication and relational skills that build one-on-one connection, trust, and relationship | M = 4.32 SD = 1.07 | M = 4.84 SD = 0.96 | 0.012 * | 0.51 |
Strategies for effective interpersonal interaction | M = 4.16 SD = 1.03 | M = 4.84 SD = 0.96 | 0.000 *** | 0.68 |
Extent of Knowledge | Pre 2022 | Post 2022 | p-Value | Cohen’s d |
---|---|---|---|---|
Identity | ||||
Your and others’ social and cultural identities | M = 4.14 SD = 1.38 | M = 5.19 SD = 1.03 | 0.031 * | 0.86 |
The intersectionality of your and others’ social and cultural identities | M = 4.10 SD = 1.70 | M = 5.05 SD = 1.16 | 0.103 | 0.65 |
The role that identity plays in creating effective learning environments | M = 3.90 SD = 1.81 | M = 5.05 SD = 1.24 | 0.061 | 0.74 |
Biases and privileges you hold, in relation to self and others | M = 4.24 SD = 1.51 | M = 5.14 SD = 1.06 | 0.086 | 0.69 |
Intercultural | ||||
Cultural differences | M = 4.33 SD = 1.52 | M = 5.00 SD = 1.14 | 0.173 | 0.57 |
Aspects of your own cultural backgrounds that could influence your interactions with students and colleagues | M = 4.33 SD = 1.52 | M = 5.10 SD = 1.13 | 0.067 | 0.77 |
Ways to enable effective interactions with others from different racial, ethnic, or social identity groups in both domestic and international contexts | M = 3.67 SD = 1.35 | M = 4.67 SD = 1.23 | 0.036 * | 0.83 |
Relational | ||||
Communication and relational skills that build one-on-one connection, trust, and relationship | M = 3.76 SD = 1.30 | M = 4.71 SD = 0.95 | 0.031 * | 0.86 |
Strategies for effective interpersonal interaction | M = 3.86 SD = 1.27 | M = 4.67 SD = 1.06 | 0.103 | 0.65 |
Extent of Value | Pre 2021 | Post 2021 | p-Value | Cohen’s d |
---|---|---|---|---|
Identity: Developing an awareness of self and student social and cultural identities, the intersectionality of those identities, and examining the role that identity plays in creating effective learning environments. | M = 4.53 SD = 1.33 | M = 5.40 SD = 0.72 | 0.00 *** | 0.81 |
Intercultural: Developing an understanding of cultural differences in ways that enable effective interactions with others from different racial, ethnic, or social identity groups in both domestic and international contexts. | M = 4.50 SD = 1.15 | M = 5.40 SD = 0.72 | 0.00 *** | 0.93 |
Relational: Building one-on-one connection, trust and relationships through effective communication and relational skills, which support effective interpersonal interaction. | M = 4.77 SD = 1.20 | M = 5.60 SD = 0.56 | 0.00 *** | 0.89 |
Extent of Knowledge | Pre 2022 | Post 2022 | p-Value | Cohen’s d |
---|---|---|---|---|
Identity: Developing an awareness of self and student social and cultural identities, the intersectionality of those identities, and examining the role that identity plays in creating effective learning environments. | M = 4.33 SD = 1.57 | M = 5.39 SD = 0.97 | 0.06 | 0.81 |
Intercultural: Developing an understanding of cultural differences in ways that enable effective interactions with others from different racial, ethnic, or social identity groups in both domestic and international contexts. | M = 4.11 SD = 1.56 | M = 5.22 SD = 1.00 | 0.05 * | 0.85 |
Relational: Building one-on-one connection, trust and relationships through effective communication and relational skills, which support effective interpersonal interaction. | M = 4.44 SD = 1.46 | M = 5.33 SD = 1.02 | 0.12 | 0.71 |
Extent of Confidence | Pre 2021 | Post 2021 | p-Value | Cohen’s d |
---|---|---|---|---|
Help foster success for undergraduate students from underrepresented groups | M = 3.65 SD = 1.35 | M = 4.48 SD = 1.09 | 0.14 | 0.67 |
Help close the achievement gap in STEM participation for undergraduate students from underrepresented groups | M = 3.32 SD = 1.32 | M = 4.06 SD = 1.12 | 0.00 *** | 0.60 |
Help build learning communities of change agents committed to improving STEM education for undergraduate students from underrepresented groups | M = 3.26 SD = 1.23 | M = 4.16 SD = 1.18 | 0.00 *** | 0.74 |
Identify the barriers to establishing and maintaining inclusive relationships in STEM contexts | M = 3.48 SD = 1.15 | M = 4.68 SD = 0.74 | 0.00 *** | 1.24 |
Implement proactive strategies for building diverse and inclusive relationships in STEM contexts | M = 3.52 SD = 1.12 | M = 4.61 SD = 0.84 | 0.00 *** | 1.10 |
Apply the Inclusive Professional Framework: Faculty to my job responsibilities. | M = 2.48 SD = 1.43 | M = 4.55 SD = 0.99 | 0.00 *** | 1.68 |
Recognize how identity and the intersectionality of identities impact my student and collegial interactions | M = 3.87 SD = 1.28 | M = 4.90 SD = 0.59 | 0.00 *** | 1.03 |
Continuously reflect on the impact of my personal and socio-cultural identities in my student and collegial relationships | M = 4.16 SD = 1.29 | M = 5.00 SD = 0.77 | 0.11 | 0.79 |
Engage my students’ individual identities, experiences, and values in support of their personal, developmental, and academic growth | M = 3.93 SD = 1.70 | M = 4.80 SD = 0.99 | 0.01 * | 0.62 |
Recognize how cultural diversity can complicate my student and collegial relationships | M = 4.19 SD = 1.04 | M = 5.16 SD = 0.68 | 0.00 *** | 1.10 |
Recognize how cultural diversity can benefit my student and collegial relationships | M = 4.47 SD = 1.19 | M = 5.40 SD = 0.56 | 0.00 *** | 1.00 |
Interrupt injustices I witness in my student and collegial relationships | M = 3.52 SD = 1.26 | M = 4.61 SD = 1.02 | 0.00 *** | 0.95 |
Interrupt injustices I participate in, and/or commit in my student and collegial relationships | M = 4.00 SD = 1.31 | M = 4.87 SD = 1.05 | 0.00 *** | 0.73 |
Communicate effectively across diverse dimensions (e.g., varied backgrounds, disciplines, ethnicities, and positions of power) with students and colleagues | M = 4.06 SD = 1.36 | M = 4.74 SD = 1.06 | 0.00 *** | 0.55 |
Extent of Confidence | Pre 2022 | Post 2022 | p-Value | Cohen’s d |
---|---|---|---|---|
Help foster success for undergraduate students from underrepresented groups | M = 3.29 SD = 1.34 | M = 4.43 SD = 1.20 | 0.04 * | 0.90 |
Help close the achievement gap in STEM participation for undergraduate students from underrepresented groups | M = 3.14 SD =1.35 | M = 4.24 SD =1.26 | 0.00 *** | 0.84 |
Help build learning communities of change agents committed to improving STEM education for undergraduate students from underrepresented groups | M = 3.19 SD =1.32 | M = 4.48 SD =1.12 | 0.05 | 1.05 |
Identify the barriers to establishing and maintaining inclusive relationships in STEM contexts | M = 3.10 SD =1.30 | M = 4.52 SD = 1.20 | 0.00 *** | 1.14 |
Implement proactive strategies for building diverse and inclusive relationships in STEM contexts | M = 2.90 SD = 1.29 | M = 4.20 SD = 1.32 | 0.03 * | 1.00 |
Apply the Inclusive Professional Framework: Faculty to my job responsibilities. | M = 2.33 SD = 1.31 | M = 4.19 SD = 1.32 | 0.00 *** | 1.41 |
Recognize how identity and the intersectionality of identities impact my student and collegial interactions | M = 3.80 SD = 1.43 | M = 5.05 SD = 1.05 | 0.00 *** | 1.00 |
Continuously reflect on the impact of my personal and socio-cultural identities in my student and collegial relationships | M = 3.80 SD = 1.50 | M = 5.00 SD = 1.07 | 0.00 *** | 0.92 |
Engage my students’ individual identities, experiences, and values in support of their personal, developmental, and academic growth | M = 3.33 SD = 1.49 | M = 4.61 SD = 1.24 | 0.00 *** | 0.93 |
Recognize how cultural diversity can complicate my student and collegial relationships | M = 4.05 SD = 1.50 | M = 4.95 SD = 1.17 | 0.05 | 0.67 |
Recognize how cultural diversity can benefit my student and collegial relationships | M = 4.11 SD = 1.44 | M = 4.84 SD = 1.16 | 0.05 | 0.56 |
Interrupt injustices I witness in my student and collegial relationships | M = 3.50 SD = 1.33 | M = 4.67 SD = 0.97 | 0.02 * | 1.01 |
Interrupt injustices I participate in, and/or commit in my student and collegial relationships | M = 3.37 SD = 1.46 | M = 4.58 SD = 1.17 | 0.07 | 0.91 |
Communicate effectively across diverse dimensions (e.g., varied backgrounds, disciplines, ethnicities, and positions of power) with students and colleagues | M = 3.58 SD = 1.57 | M = 4.58 SD = 1.42 | 0.08 | 0.67 |
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Beverly, S.P.; Clark, Q.M.; Hill, L.B.; Gillian-Daniel, D.L. Advancing Diversity, Equity, and Inclusion: Operationalizing the Inclusive Professional Framework to Develop STEM Faculty Change Agents. Educ. Sci. 2025, 15, 77. https://doi.org/10.3390/educsci15010077
Beverly SP, Clark QM, Hill LB, Gillian-Daniel DL. Advancing Diversity, Equity, and Inclusion: Operationalizing the Inclusive Professional Framework to Develop STEM Faculty Change Agents. Education Sciences. 2025; 15(1):77. https://doi.org/10.3390/educsci15010077
Chicago/Turabian StyleBeverly, Selyna Pérez, Quintana M. Clark, Lucas B. Hill, and Donald L. Gillian-Daniel. 2025. "Advancing Diversity, Equity, and Inclusion: Operationalizing the Inclusive Professional Framework to Develop STEM Faculty Change Agents" Education Sciences 15, no. 1: 77. https://doi.org/10.3390/educsci15010077
APA StyleBeverly, S. P., Clark, Q. M., Hill, L. B., & Gillian-Daniel, D. L. (2025). Advancing Diversity, Equity, and Inclusion: Operationalizing the Inclusive Professional Framework to Develop STEM Faculty Change Agents. Education Sciences, 15(1), 77. https://doi.org/10.3390/educsci15010077