Undergraduate STEM Instructors Often Overlook Racialized Events in the Classroom

• In Event: AERA Virtual Poster Session 3
  In Poster Session: Division J Section 4 Poster Sessions

Abstract

We examined undergraduate instructors’ ability to notice and interpret racialized events during authentic STEM learning. We assessed 45 instructors’ responses to open-ended questions about STEM classroom narratives that described racialized events. Data were analyzed using qualitative content analysis guided by racial noticing framework. While instructors were willing to discuss race as a factor when race could not be ignored, if an event could be explained by another factor, most instructors avoided discussing race. Some racialized events seemed to compel instructors to acknowledge race if they noticed the event, while others were noticed but rarely linked to race. The concept of aversive racism explains some of the data, providing a starting point to support STEM instructors in creating anti-racist classrooms.

Authors

• Gretchen King, University of Georgia - Athens

• Martin Gamez, University of Georgia - Athens

• Tessa Andrews, University of Georgia - Athens