WIP: STEM Culture from Faculty Perspectives: How Faculty See Climate in STEM and its Effect on the Sense of Belonging of Traditionally / Historically Excluded Students

This research-to-practice WIP shares preliminary findings about faculty contributions to cultivating an inclusive culture for students from traditionally/ historically excluded groups within the STEM field. Faculty perspectives about STEM culture correlate to traditionally/historically excluded students' sense of belonging and retention in STEM disciplines [1]. As a result, the “chilly” climate in STEM decreases the sense of belonging in STEM for traditionally/historically excluded students' [2]. These findings from the study demonstrate faculty perception of inclusion and their perception of the inclusivity of STEM culture. STEM faculty have a substantial role in educating future professionals. The following research questions were used to guide the study: (1) How do faculty perceive STEM culture? (2) How do faculty describe the relationship between STEM culture and students' experiences? (3) What characteristics of STEM culture do faculty believe affect traditionally/historically excluded students' sense of belonging? The data shared in this article is derived from a larger study that used interviewers and group level assessment to explore STEM climate and culture at two white universities in a large city in the United States. Faculty represented in this study were in the Mathematics and Biomedical Engineering departments. Findings demonstrated how faculty see STEM culture in colleges and universities, and its effect on traditionally excluded students and their sense of belonging. Faculty shared their experiences, opinions, and observations about how STEM culture creates barriers for students, such as a lack of representation, support, and sense of belonging. Moreover, faculty suggested strategies and approaches to promote a more inclusive environment for diverse students. Participants recommended strategies from the study consisted of pre-courses for mathematics and science, professional development opportunities, increasing representation of faculty from traditionally/historically excluded groups, and facilitating intentional social opportunities within academic programs.