The Conceptualizations and Enactments of Culturally-Informed Pedagogies among Higher Education Biology Instructors

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Abstract

STEM faculty face increasing calls to adopt culturally-informed pedagogies to improve inclusion and retention, yet many struggle to translate theory into practice. Drawing on the ecological model of faculty decision-making (Sansom et al., 2023), this qualitative study explores how biology instructors conceptualize and implement culturally-informed pedagogy. Through thematic coding and narrative inquiry with 15 instructors, we identify barriers and affordances at different ecological levels. We focus on one instructor, Elsa, whose rich narrative illustrates key tensions: inclusive pedagogy as a gateway, its integration into everyday practice, and the limits of such efforts in isolation. Findings underscore the need for multi-level support to sustain culturally-informed teaching in STEM, and offer insights for future professional development and institutional change.

Authors

• Angelita Rivera, Stanford University

• Shima Salehi, Stanford University