Using Composite Narratives to Reflect on Equity Beliefs and Practices

This lesson uses composite narratives (vignettes designed from research data) to invite STEM instructors to begin reflecting on their conceptions of equity and how these conceptions may inform their practices in ways that can support or inadvertently hinder student success. Composite narratives are stories that describe collective perspectives and experiences of research participants categorized under specific themes or profiles in qualitative research studies. They provide an account of research findings in accessible and relatable ways that resonate with readers and support reflection and learning. This lesson uses three <em>post hoc</em> composite narratives developed from the results of a study exploring science faculty conceptions of equity and their relationship to teaching practices. This lesson describes a 2.5-hour professional development opportunity to engage STEM instructors in important self-reflection and discussion about a variety of topics (<em>e.g.,</em> deficit-thinking, color-evasive ideology, exclusionary practices, inclusive teaching, critical pedagogy, critical consciousness). The lesson&rsquo;s main goal is to provide a loose framework to facilitate the co-construction of the meaning of equity for participants, and to enable generative conversations that might empower faculty to continue their journey towards developing a critical consciousness and ultimately advancing equitable practices in STEM education. <em>Primary Image:</em>&nbsp;Advancing Critical Consciousness, Equity, and Social Justice in STEM (ACCESS). The ACCESS lab logo, showing how critical consciousness is at the center of a Venn diagram of critical reflection (awareness and analysis of systemic injustices), critical self-efficacy (agency to act) and critical action (and acting for change).