Small but Powerful Statements: Inclusion Practices Associated with Student-Reported Support in STEM Classrooms

This study examined the associations between diversity, equity, and inclusion (DEI) statements and student-reported instructional support in undergraduate science, technology, engineering, and mathematics (STEM) courses at a research-intensive institution (R1) and a teaching-intensive institution (T1). Data were collected from 106 students during the 2024–2025 academic year. The primary outcome was student-reported instructional support, measured separately for professor and Graduate Student Instructor (GSI) support, and DEI statement exposure was the primary predictor. Participants were 58% R1 and 42% T1 students, with a majority identifying as first-generation (66%) and low-income (58%). Professor support was higher at the T1 institution (75% vs. 36%, p < 0.001), while GSI support was higher at the R1 institution (69% vs. 34%, p < 0.001). In multivariable analyses, DEI statement report was associated with higher odds of professor support (adjusted OR = 2.91, 95% CI: 1.15–7.36, p = 0.024), controlling for low-income status, first-generation college status, shared identity with professors, and institution type. These findings suggest that DEI statements may be one component of broader inclusive teaching strategies that support equity in STEM education.