From Faculty DEI Awareness to Inclusive Teaching: Insights from a Multi-part Survey Study

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 3
  In Roundtable Session: Expanding the Development of Faculty

Abstract

While diversity, equity, inclusion (DEI)-focused faculty development has expanded in Higher Education (HE), few studies have examined its effectiveness in changing teaching practice, particularly amidst increasing political and legislative attacks on DEI efforts. This multi-part survey study evaluates an adaptation of the Health Professions Educators DEI Scale modified for HE through confirmatory and exploratory factor analyses using data from 361 faculty participants at a Midwestern university. We identified four positively correlated yet conceptually distinct factors, Consequential Awareness/ Valuation (CAV), Contextual Awareness (CXA), General/ Existential Awareness (GEA), and Self-Efficacy for Action (SEA). Specifically, CXA, GEA, and SEA scores were positively correlated with inclusive teaching practices adopted. This study provides evidence for incorporating context-specific strategies to foster faculty self-efficacy for action.

Authors

• Peiwen Wang, Southern Connecticut State University

• Amelia Miramonti, University of Nebraska - Lincoln

• Sydney E. Brown, University of Nebraska