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(Re)Imagining STEM instruction: an examination of culturally relevant andragogical practices to eradicate STEM inequities among racially minoritized students in community colleges
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(Re)Imagining STEM instruction: an examination of culturally relevant andragogical practices to eradicate STEM inequities among racially minoritized students in community colleges
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Content
(RE)IMAGINING STEM INSTRUCTION: AN EXAMINATION OF CULTURALLY
RELEVANT ANDRAGOGICAL PRACTICES TO ERADICATE STEM INEQUITIES
AMONG RACIALLY MINORITIZED STUDENTS IN COMMUNITY COLLEGES
by
Natalie V. Nagthall
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2020
Copyright 2020 Natalie V. Nagthall
ii
DEDICATION
I dedicate this body of work to my father, Sona Maxwell Nagthall and mother, Maria Elaine
Nagthall who emigrated from their countries (Sri Lanka and Jamaica, respectively) by way of
England to provide a better life for their family. We didn’t have much, but you made sure that
whatever we had was the best. I thank you for instilling in me the importance of an education
above all else. The seeds you planted set the trajectory for my life and have been the hallmark of
my educational experience in my doctoral journey at USC. I love you with all of my heart and I
owe you everything. I wish that you could have witnessed the conclusion of my educational
journey, but I truly hope that you are proud of me. May this body of work serve as a reminder of
the amazing legacy you have left for your children.
iii
ACKNOWLEDGEMENTS
My pursuit to higher education has been an interesting path and I am so grateful to have been
given the opportunity to transform and reinvent myself into a better me despite the odds. The
culmination of my educational journey could not have been possible without the blessing of so
many special people in my life.
To my amazing and talented dissertation committee. Dr. Helena Seli, my chair who always made
herself available, and was patient and kind while offering the necessary feedback and thoughtful
guidance to ensure that my research was sound. Your guidance has been invaluable. Dr. Jennifer
Phillips who not only provided her knowledge and wisdom but consistently sets the tone for
what it means to be a great educator in words and action. Thank you for your willingness to
engage in tough conversations head on. Finally, to Dr. Jalin Brooks-Johnson who has been my
stalwart cheerleader from the very beginning and saw what was possible in me before I saw it in
myself – thank you for always pouring into me with your knowledge and grace to ensure my
success. Thank you all for your professionalism, guidance and dedication. It has been an honor
and pleasure to learn and benefit from your tutelage.
My sincere thanks and gratitude to Dr. Tangelia Alfred Gentles - my friend, sisters in AKA and
The Links, and colleague. Thank you for extending your hand to me and being the conduit for
me to enjoy the career I have in higher education.
Thank you to Dr. Timothy Gilmore and Dr. Adrienne Foster for planting the seed for me to get
my doctoral degree. I truly believe that God speaks through others and I thank you for being the
vessel for which I should receive my message.
To Diane Peete, you are my friend, sorority sister, and colleague but out of all of these labels, I
mostly cherish calling you my big sister. Thank you for your continued support and being my
cheerleader.
To the “BGM Council” (Dee, Dre, Dr. J, and Tosha), there aren’t enough words that can describe
my love for you. You are always there to push me over the finish line. Thank you for your love,
encouragement and support.
To Cohort 11, I have thoroughly enjoyed getting to know you, commiserate, and grow in this
process together. A special shout to the “Post-Immersion” crew for your friendship but also
being a resource to each other. Lastly, a special shout to Cartier, Keith and Lauren for making
the entire program that much more fun. I couldn’t think of a better team to close out our last class
together. You all are dynamic beings that have inspired me to push harder. I will forever be
grateful for your friendship.
To my Godmother Tia Barbara, thank you for being one of my most stalwart supporters.
Whether it was spoiling me with beautiful things or scolding me when I did something wrong as
a child, you have always been a true second mother to me, and I am eternally grateful. I
appreciate your love, words of encouragement and support.
iv
To my brother, Ronald Sewell and sister, Paula Nagthall, thank you for your love and
encouragement. Paula, thank you for taking on the herculean job of caring for our mother while
she is battling Lewy Body Dementia. You are my hero!
Lastly, I would like to thank my dearest, Christian. From the moment you entered my life, you
have been a blessing to me in more ways that I could have imagined. I thank you for your love
and always supporting my dreams. Grazie per il tuo amore e supporto. Avrai sempre il mio
cuore.
v
TABLE OF CONTENTS
Dedication ....................................................................................................................................... ii
Acknowledgements ........................................................................................................................ iii
List of Tables ................................................................................................................................. ix
List of Figures ..................................................................................................................................x
Abstract .......................................................................................................................................... xi
Chapter One: Introduction ...............................................................................................................1
Organizational Context and Mission ...................................................................................2
Organizational Goal .............................................................................................................3
Related Literature.................................................................................................................4
Importance of the Evaluation ...............................................................................................5
Description of Stakeholder Groups ......................................................................................6
Stakeholder Group for the Study .........................................................................................6
Purpose of the Project and Questions ..................................................................................7
Conceptual and Methodological Framework .......................................................................8
Definitions............................................................................................................................9
Organization of the Project ................................................................................................10
Chapter Two: Review of the Literature .........................................................................................12
The Science, Technology, Engineering, and Math Industry ..............................................13
Global Competitive Advantage....................................................................................13
Importance of Racially Minoritized Students Representation in STEM ...........................14
The Role of Community Colleges in STEM................................................................14
Critical Race Theory and Factors Impacting STEM Persistence.......................................15
vi
Institutional Climate.....................................................................................................16
Faculty Bias .................................................................................................................17
Insufficient K-12 Preparation ......................................................................................19
Stereotype Threat .........................................................................................................19
Culturally Relevant Andragogy to Increase STEM Student Success ................................20
Collaborative Learning ................................................................................................21
Experiential Learning...................................................................................................22
Supplemental Instruction .............................................................................................22
Clark and Estes’ Knowledge, Motivation and Organizational Influences Framework .....23
ACC Science Faculty Knowledge, Motivation and Organizational Influences ................23
Knowledge and Skill-Related Influences.....................................................................24
Motivational Influences ...............................................................................................28
Organizational Influences ............................................................................................32
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context ................................................................................................36
Summary ............................................................................................................................40
Chapter Three: Methodology .........................................................................................................42
Participating Stakeholders .................................................................................................42
Data Collection and Instrumentation .................................................................................43
Survey Sampling Criteria and Rationale......................................................................43
Survey Sampling (Recruitment) Strategy and Rationale .............................................44
Interview Sampling Criteria and Rationale..................................................................45
Interview Sampling (Recruitment) Strategy and Rationale ...............................................45
vii
Documents and Artifacts....................................................................................................46
Data Analysis .....................................................................................................................46
Credibility and Trustworthiness .........................................................................................47
Validity and Reliability ......................................................................................................50
Ethics..................................................................................................................................51
Summary ............................................................................................................................52
Chapter Four: Results and Findings ...............................................................................................53
Participating Stakeholders .................................................................................................53
Research Question 1: What Is the Science Faculty Knowledge and Motivation Related To
Employing Proven Culturally Relevant Andragogical Practices At ACC? .......................56
Knowledge Results and Findings.................................................................................57
Motivation Results and Findings .................................................................................62
Additional Knowledge and Motivation Findings ........................................................69
Research Question 2: What Is the Interaction Between ACC’s Organizational Context
and Culture And Science Faculty Knowledge and Motivation? ........................................77
Organizational Influence 1: There Is Individual Support for Culturally Relevant
Andragogy But Lack of Confidence in Collective Support .........................................79
Organizational Influence 2: Equity Is a Priority for ACC But Need Greater
Awareness of Culturally Relevant Instruction .............................................................80
Organizational Influence 3: Faculty Need To Be Supported with Resources .............81
Additional Organization Findings................................................................................81
Findings from Document Analysis ....................................................................................83
Basic Information on Syllabi .......................................................................................83
viii
Summary ............................................................................................................................85
Chapter Five: Recommendations and Evaluation ..........................................................................87
Research Question 3: What Are the Recommendations for Organizational Practice for
ACC in the Areas of Knowledge, Motivation, and Organizational Resources? ................87
Knowledge Recommendations ....................................................................................89
Motivation Recommendations .....................................................................................93
Organization Recommendations ..................................................................................99
Integrated Implementation and Evaluation Plan ..............................................................105
Organizational Purpose, Need, and Expectations ......................................................106
Level 4: Results and Leading Indicators ....................................................................106
Level 3: Behavior .......................................................................................................108
Level 2: Learning .......................................................................................................112
Level 1: Reaction .......................................................................................................115
Data Analysis and Reporting .....................................................................................117
Summary ....................................................................................................................118
Limitations and Delimitations ..........................................................................................119
Future Research ...............................................................................................................121
Conclusion .......................................................................................................................122
References ....................................................................................................................................125
Appendix A Information Sheet for Interviews ............................................................................148
Appendix B Survey Protocol and Analysis Plan .........................................................................150
Appendix C Interview Protocol ...................................................................................................156
ix
LIST OF TABLES
Table 1 Organizational Mission, Global Goal and Stakeholder Goals ............................................7
Table 2 Knowledge Influence and Motivational Assessment ........................................................28
Table 3 Motivational Influence and Motivational Assessment .....................................................31
Table 4 Organizational Influences and Motivational Assessment .................................................35
Table 5 Interview Participants’ Demographic Profiles ..................................................................56
Table 6 Results of Implicit Bias Questions Survey (n = 11) ........................................................57
Table 7 Results of Motivation (Utility) Survey (n = 11) ..............................................................63
Table 8 Results of Motivation (Self-Efficacy) Survey (n =11) .....................................................67
Table 9 Results of Organizational Influences from Survey (n = 11) .............................................78
Table 10 Rubric Example from Syllabus Review..........................................................................85
Table 11 Summary of Knowledge Influences and Recommendations ..........................................90
Table 12 Summary of Motivation Influences and Recommendations ...........................................93
Table 13 Summary of Additional Knowledge and Motivation Influences and
Recommendations ..........................................................................................................................96
Table 14 Summary of Organization Influences and Recommendations .....................................100
Table 15 Outcomes, Metrics, and Methods for External and Internal Outcomes ........................107
Table 16 Critical Behaviors, Metrics, Methods, and Timing for Evaluation ..............................109
Table 17 Required Drivers to Support Critical Behaviors ...........................................................110
Table 18 Evaluation of the Components of Learning for the Program ........................................114
Table 19 Components to Measure Reactions to the Program ......................................................115
x
LIST OF FIGURES
Figure 1 KMO Conceptual Framework for ACC Science faculty .................................................38
Figure 2 Survey Participants by Faculty Status .............................................................................54
Figure 3 Survey Participants by Gender ........................................................................................55
Figure 4 Survey Participants by Race ............................................................................................55
Figure 5 Survey Participants by Age .............................................................................................56
Figure 6 Post PD Series Evaluation Example ..............................................................................116
Figure 7 Delayed Evaluation Example ........................................................................................118
xi
ABSTRACT
The purpose of this study was to address the underrepresentation of racially minoritized students
in the STEM field. Community colleges have emerged as institutions that are uniquely
positioned to increase the number of racially minoritized students in STEM. To support the
success of racially minoritized students in STEM, a recommended practice is to incorporate the
use culturally relevant andragogy (CRA) into faculty instructional practices. The organization of
study was a community college in Southern California. The primary stakeholder group for this
study was science faculty at ACC, as they are the most front-facing with racially minoritized
STEM students. The research questions that guided this study sought to explore science faculty’s
knowledge and motivation related to employing proven CRA practices and the impact of the
community college culture and context on their ability to do so. Informed by critical race theory,
the study utilized the Clark and Estes’ (2008) knowledge, motivation and organizational
influence model and utilized mixed-methods study. Results and findings collected from surveys,
interview and syllabi suggested that science faculty members had a degree of awareness of CRA,
but not all faculty have infused it into their curriculum. Additionally, science faculty recognized
the utility of CRA but only possessed some confidence in implementing it. As an organization,
though the community college has stated a commitment to equity, the data suggest faculty will
benefit from focused professional development about the appropriate resources to do their job.
Keywords: culturally relevant andragogy, science faculty, implicit bias
1
CHAPTER ONE: INTRODUCTION
STEM industries have become among the fastest-growing industries in the U.S. economy
with the lowest percentage of underrepresented minorities (URM; Carpi et al., 2017). Although
racially minoritized populations continue to increase each year, they remain a largely untapped
resource in STEM fields. According to the U.S. Census Bureau (2012), racially minoritized
individuals currently represent 37% of the U.S. population and are projected to increase to 57%
of the population by 2060. Recent data forecasts that by the middle of the 2020–2029 decade, the
population of Latinx students will increase by 27%, followed by Black students at 26%, Asian
and Pacific Islanders students at 7%, and the population of Indian/Alaskan Native students will
remain constant (Payne et al., 2017). This is a significant problem because, although racially
minoritized students may initially express an interest in STEM, they have a greater chance of
switching away from STEM majors (Griffith, 2010). While the number of racially minoritized
students who have matriculated into colleges has increased in the past two decades, they remain
underrepresented among those obtaining STEM degrees (National Science Board, 2016). The
evidence highlights that roughly 40% of minority students who plan to major in engineering and
science majors end up switching to another major or failing to get a degree (Goonewardene et al.,
2016).
STEM success among racially minoritized students is important to address because they
are the fastest-growing demographic in the United States but the most underrepresented in
science and technology education and careers (Mcglynn, 2012), thereby leading to a potential
loss of human capital. To that end, high enrollments of racially minoritized and low-income
students have led the way for community colleges to emerge as essential players in responding to
the growth of STEM professionals that will be needed as part of a diverse workforce (Mangan,
2
2013; Miner, 2012). Among the recommended practices to increase the number of racially
minoritized students in STEM is the implementation of culturally relevant andragogy (CRA).
Most commonly known as “culturally relevant pedagogy,” Ladson-Billings (1995b), as the
progenitor of the term, defined “culturally relevant pedagogy” as a theoretical model that not
only addresses student achievement but also helps students to accept and affirm their cultural
identity while developing critical perspectives that challenge inequities that schools (and other
institutions) perpetuate” (p. 469). However, the focus on andragogy was later popularized by
Knowles who asserts the following six assumptions on adult learners: “(1) the learner’s need to
know, (2) self-concept of the learner, (3) prior experience of the learner, (4) readiness to learn,
(5) orientation to learning, and (6) motivation to learn” (Knowles et al., 2015, pp. 27–28). As
such, the research centers on how to infuse culturally relevant practices that have been most
noted in the K-12 setting into the community colleges. Studies have asserted that culturally
relevant instruction helps to facilitate and support the achievement of all students (Taylor, 2010)
by developing critical thinking rather than consuming knowledge (Sleeter, 2011). The changing
demographic of the United States suggests that STEM educators will need to embrace CRA to
achieve racially minoritized student success.
Organizational Context and Mission
The highlighted organization for this study is Assedo Community College (ACC;
pseudonym), a predominately minority-serving institution located in Southern California. As
reflected in the institution’s literature, ACC has provided educational opportunities to the
Southern California area for over 50 years and has a population that is reflective of the area’s
majority African American and Latinx population. It is one of nine colleges that encompasses the
La Reina Community College District (LRCCD; pseudonym), which is one of the largest
3
community college districts in the United States. In alignment with the mission of LRCCD,
ACC’s mission is to provide a student-centered learning environment and empower students and
the community to achieve their academic and career goals by earning certificates and associate
degrees leading to transfer and workforce preparation.
ACC plays an important role in the community as a pathway to educational and economic
opportunities. The total enrollment for ACC as of Fall 2019 was approximately 7,400 with the
number of racially minoritized students represented as follows: Black students at 35%, Latinx at
55%, Multi-Ethnic at 2.5%, Asian/Pacific Islander at 1.4%, and Native American at 0.1%. The
percentages of female, male and non-binary students were 67%, 32%, and 0.01%, respectively.
In addition, there were approximately 83 tenured faculty and 213 adjunct faculty. For the service
area that is affected by high rates of poverty and limited economic opportunities, ACC offers an
opportunity for quality education to anyone who has the drive to succeed.
Organizational Goal
In alignment with the college’s mission and strategic plan, the organizational goal of
ACC is to increase science course success rates by 20% for racially minoritized students by
2023. This goal was established to advance the college’s mission of increasing student success
and academic excellence with a focus on student-centered instruction and to support LRCCD’s
overall goal of increasing completion rates by 50% by 2023 as well as closing achieving gaps
among racially minoritized students.
A review of the ACC’s science department retention rates for the 2018–2019 academic
year revealed that the overall course completion rate was, on average, 84% (Black), 87.1%
(Latinx), and 83.3% (Native American). In contrast, the overall success rate, defined as students
who achieve a grade of “C” or better, was measured as 66.8% (Black), 70.2% (Latinx), and 50%
4
(Native American). The data at ACC reflect the larger issue of overall success rates among
racially minoritized students in California as a whole. To illustrate, Black students in STEM
courses succeed at a rate of 58.14% (79.46% completion) and Latinx students succeed at a rate of
64.57% (82.83% completion), which demonstrates that, while these students may be completing
science courses, they are not succeeding with a grade of C or better.
Related Literature
While the STEM industry is becoming the fastest-growing sector of jobs that require
STEM degrees or certificates, the lack of racially minoritized professionals in STEM suggests
that the disparity must be addressed if the United States is to remain competitive with a robust
economy (Campbell, 2011; Vilorio, 2014). To illustrate the divergence, while STEM fields are
growing at a significant pace versus non-STEM fields, Blacks and Latinx each make up only 6%
of the STEM workforce. However, Blacks represent 12.3% and Latinx 17% of the total U.S.
population (Meador, 2018). If higher education institutions do not address this issue, the United
States is at risk of losing out on a significant population that can provide a diverse perspective to
the area of STEM.
As the population of racially minoritized individuals increases, higher education
institutions in the United States need to address their lack of persistence in STEM. Racially
minoritized students who decide to pursue a STEM major in college face significant barriers to
completion and subsequently discontinue their studies. According to Koenig (2009), only two-
thirds of these students are as likely as their White peers to earn a bachelor’s degree in those
fields within 6 years. With their numbers in higher education institutions rising, it is imperative
to evaluate the role and responsibility of community colleges in serving these students to ensure
a more diverse and scientifically skilled workforce in order for the United States to compete in
5
STEM (Goonewardene et al., 2016). With changing demographics in recent years, significant
attention has been dedicated to the inclusion of CRA to increase student success. Some of the
practices that are presented as part of this research are collaborative learning, experiential
learning, and supplemental instruction. Scholars believe that, if educators incorporate CRA,
learning can become more relevant and effective, thereby supporting academic growth (Jones-
Goods, 2019).
Importance of the Evaluation
It was important to evaluate ACC’s performance in relation to the performance goal of
increasing science course success rates by 20% for racially minoritized students by 2023 for a
variety of reasons. As a primarily minority-serving institution in the greater Southern California
area, ACC is uniquely positioned to prepare the next generation of racially minoritized STEM
professionals. While ACC may be a minority-serving institution, the faculty may not share the
same cultural background as the predominantly racially minoritized students they serve.
Therefore, this may contribute to a lack of understanding of how to respond in certain situations
(Siwatu et al., 2016). This is even more profound in STEM majors where faculty knowingly or
unknowingly may possess a preconceived bias against those they may consider intellectually
inferior in math and science, which leads to assumptions about a student’s academic abilities or
inabilities (King Miller, 2015; Solórzano et al., 2000). Added to feelings of isolation that racially
minoritized students experience in the classroom, are the feelings of discomfort that come from a
racialized campus climate. In a racialized climate, students experience various forms of
microaggressions such as being ignored in social and academic spaces as well as subtle and not
so subtle forms of racial discrimination (Solórzano et al., 2000). To understand the complexities
of low persistence among racially minoritized students in STEM, it is important to examine the
6
multitudinous pejorative experiences that not only inform but also provide clarity to this
systemic issue.
Description of Stakeholder Groups
At ACC, various stakeholder groups are charged with executing the mission and vision of
the institution. While all stakeholders of an institution are crucial to student success, for this
study, three groups were identified as the key stakeholder groups to address STEM success rates
among racially minoritized students: STEM faculty, counselors, and students. The STEM faculty
at ACC interface the most with racially minoritized students. Through enhanced instruction,
particularly CRA, they can directly affect how well these students persist with STEM
completion. The counselors are other key stakeholders who can directly affect racially
minoritized students’ ability to persist in STEM. Community college counselors can identify
students who may be experiencing difficulties in the classroom. As such, they are instrumental in
intervening when students are not persisting in STEM. Lastly, racially minoritized students at
ACC who are pursuing STEM majors are key stakeholders, as they are directly harmed when
they are not being adequately prepared to persist in their STEM coursework. Students need to be
equipped with the resources and supports to increase their success rates in STEM.
Stakeholder Group for the Study
Although a complete analysis would have involved all stakeholder groups, for practical
purposes, the stakeholder group that was the primary focus for this study was the science faculty
at ACC. This stakeholder group was chosen as they have the most interaction with racially
minoritized STEM students. Research reveals that faculty have the greatest impact on students’
academic success (Allen & Fitzgerald, 2017). As such, STEM faculty are uniquely positioned to
directly influence persistence amongst racially minoritized students. Increasing completion rates
7
and closing equity gaps affecting these students are two goals outlined in ACC’s strategic plan.
Therefore, it is imperative for faculty to implement various andragogical practices that will help
to support the goal. Failure to accomplish this goal will lead to a decrease in completion and
success rates among racially minoritized students, which can decrease the United States’ ability
to compete in the field of STEM.
Table 1
Organizational Mission, Global Goal, and Stakeholder Goals
Organizational Mission
The mission of Assedo Community College is to provide a student-centered learning
environment committed to empowering students and the community to achieve their academic
and career goals through the attainment of certificates and associate degrees leading to transfer
and workforce preparation. (ACC Educational Master Plan, 2017–2021).
Organizational Performance Goal
By 2023, Assedo Community College (ACC) will increase the science course success rate of
racially minoritized students by 20% by utilizing culturally relevant andragogy.
Stakeholder Goal
By 2021, 100% of ACC science faculty will employ proven high-impact culturally relevant
andragogical practices which includes collaborative learning, experiential learning and
supplemental instruction that promote equitable outcomes for racially minoritized STEM
students.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which ACC was meeting its
goal of increasing the science course success rate of racially minoritized students by 20%. While
a complete performance evaluation would have focused on all stakeholders at ACC, the scope of
this study was primarily focused on the science faculty. The analysis focused on the knowledge,
motivation, and organizational influences related to achieving the organizational goals. As such,
the questions that guided this study are the following:
8
1. What are the science faculty’s knowledge and motivation related to employing proven
culturally relevant andragogical practices at ACC?
2. What is the interaction between ACC’s organizational context and culture and science
faculty knowledge and motivation?
3. What are the recommendations for organizational practice for ACC in the areas of
knowledge, motivation, and organizational resources?
Conceptual and Methodological Framework
The dissertation, written as an exploratory study, was designed to examine faculty
implementation of CRA that has the potential to increase racially minoritized students’ success.
Ultimately, the goal of the study was to evaluate the degree to which ACC has the capacity to
meet its goal of increasing the science course success rate of racially minoritized students by
20% by 2023 from the perspective of faculty instructional practices. Clark and Estes’ (2008)
model, which was employed in this study, provided a framework to examine the knowledge,
motivation, and organizational (KMO) influences on ACC meeting the goal. For the purposes of
this dissertation, the KMO stakeholder was informed by critical race theory, which is translated
into culturally relevant practices of collaborative learning, experiential learning, and
supplemental instruction.
The participants engaged in a mixed-methods study, utilizing an explanatory sequential
design that involved collecting quantitative data through a survey and qualitative data via
interviews (Creswell, 2014). The survey questions were distributed to science faculty at ACC
and provided an introduction to gauge an understanding of science faculty KMO practices
regarding collaborative learning, experiential learning, and supplemental instruction into the
classroom. Following a review and analysis of the data, participants were interviewed using
9
open-ended questions to probe further into their implementation of CRA. The data collection
process concluded with a document analysis on science faculty syllabi.
Definitions
Community college: A higher education institution that serves as a pathway to a 4-year
institution that typically offers 2-year degrees and certificates.
Completion rates: Earning a certificate, a degree, and/or completed the requirements to
transfer to a 4-year institution (CCCCO, 2017).
Culturally relevant andragogy (CRA): While most of the research on culturally relevant
education is grounded in pedagogy, the term andragogy will be used to reflect consideration of
learning in the adult context (Knowles et al., 2015) that is applicable to the community college
population.
Culturally relevant pedagogy (CRP): developed by Ladson-Billings (1995a) is defined as
the “ability to develop students academically, a willingness to nurture and support cultural
competence, and the development of a sociopolitical consciousness” (p.483)
Critical race theory (CRT): a theory that posits that racism is endemic, institutional, and
systemic (Sleeter, 2011)
High-impact practices (HIP): Active learning practices that serve to promote deep
learning and student engagement
Racially minoritized: While the literature typically refers to this population as
underrepresented minorities (URM), this term will be used throughout the dissertation. Unlike
terms such as students of color or minority students, the term “racially minoritized” speaks to the
process (action versus noun) of student minoritization (Benitez, 2010).
10
Retention: The rate at which students persist in their educational program at a community
college, expressed as a percentage of first-time degree/certificate-seeking students from the
previous fall who either re-enrolled or successfully completed their program by the current fall
(Voigt & Hundrieser, 2008).
STEM: An acronym for science, technology, engineering, and math.
Student success: For the purposes of this research, student success is defined as the
completion of a course with a C or better or “S” for satisfactory.
Underrepresented Minority Students (URM): This term was used in this dissertation to
reflect the research that suggests that URM students are consistently underrepresented in STEM
majors. The term refers to African Americans, American Indians/Alaska Natives, and Latinx
populations who have historically comprised a minority of the U.S. population and who currently
constitute 30% of the U.S. population but, by 2050, will account for greater than 40% of that
population (National Action Council for Minorities in Engineering, 2013).
Organization of the Project
This study is organized into five chapters. Chapter One provides the problem of practice
and background to the problem, the organization’s mission goals, a description of the related
stakeholders, an introduction to the research questions that are used to frame the study, and an
introduction to key concepts and terminology commonly found when addressing issues with
STEM success among racially minoritized students. Chapter Two presents an in-depth review of
the current and relevant literature that informs the scope of the study, including the KMO issues
that pertain to the andragogical practices of science faculty at ACC. Chapter Three outlines the
goals of the study and the methodology used to examine the science faculty’s KMO influences.
The chapter concludes with the sampling criteria, data collection, analysis, and limitations.
11
Chapter Four provides a discussion of the results and findings from the data analysis. The final
chapter, Chapter Five, concludes the dissertation with recommendations for practice, policy, and
further research.
12
CHAPTER TWO: REVIEW OF THE LITERATURE
The purpose of the study was to address the problem of the lack of racially minoritized
students’ persistence and success in STEM. More than half of first-year college students in the
United States who pursue STEM as a major in college do not persist to graduation (Chen, 2013).
This statistic is even lower racially minoritized student populations (Chen, 2013). As the fastest-
growing demographic in the United States, these populations are essential to building the
workforce needed to compete in the future. The literature review presented in this chapter
examines the idea that to build STEM workforce capacity in the future, community college
STEM faculty play a crucial part in facilitating racially minoritized students’ persistence. The
first section gives an introduction to the STEM industry and the lack of sufficient professionals
to support the growing demand of the workforce.
To address the growing demand for STEM professionals needed for the U.S. to compete
on a global scale, the literature explored the importance of underrepresented minority students in
STEM and why it is critical for this population to persist. The review also examined the role of
community colleges, specifically, in preparing the next generation of racially minoritized STEM
professionals, given the demographics of the student population in the community college
system. The analysis follows the unique factors that affect these students’ STEM persistence
through the CRT lens. Next, the literature review suggests CRA as a key factor in increasing
these students’ STEM persistence by offering several key instructional strategies for STEM
faculty to consider.
The next half of this chapter examines the role of science faculty at ACC in increasing
racially minoritized STEM students’ persistence. The review serves as an introduction and
explanation of the KMO influences’ framework that was utilized in this study. Finally, the
13
literature reflects an analysis of the KMO influences of the ACC science faculty. The chapter
concludes by presentation of the conceptual framework for this study.
The Science, Technology, Engineering, and Math Industry
The United States faces a disparity in terms of the lack of STEM professionals to
compete with the demands of the future workforce (Brown et al., 2011). To compensate for the
lack of native-born talent, the U.S. has relied on highly skilled immigrants with STEM degrees to
expand on U.S. innovation and economic growth (Lieber, 2012). With an aging White male
population and restrictions to visas for foreign workers due to the attacks on September 11, the
U.S. is entering a STEM crisis (Meador, 2018). Research suggests that, by 2020, the STEM
workforce will face inadequate underemployment (U.S. Bureau of Labor Statistics, 2017). To
address this issue, in 2009, President Obama launched a program called “Educate to Innovate,”
which is a national program catalyzing federal funding agencies and educational organizations to
work collaboratively to create a STEM-capable U.S. workforce (The White House Office of the
Press Secretary, 2009). For the United States to maintain its competitive position, it is estimated
that an additional one million college graduates in STEM are needed (Olson et al., 2012).
Global Competitive Advantage
As the world becomes more technologically integrated, there is a competitive advantage
to diversifying the STEM workforce in that doing so will help introduce a range of ideas,
experiences, and unique perspectives needed to compete in the future (Hall et al., 2017).
According to the National Science Foundation, STEM degrees in the U.S. accounted for only 6%
of all bachelor’s degrees in 2014 as compared to 18% throughout Asia and 33% in China (2018).
As the world becomes more technologically integrated, the shortage of qualified and diversified
14
STEM professionals poses a significant threat to compete in the global economy as leaders in
technological innovation (Palmer et al., 2011).
Importance of Racially Minoritized Students Representation in STEM
As previously highlighted in Chapter One, while STEM fields are growing at a
significant pace versus non-STEM fields, Blacks and Latinx each make up only 6% of this
workforce. Blacks represent 12.3% and Latinx 17% of the total U.S. population (Meador, 2018).
Despite this statistic, the National Science Foundation’s (2018) recent report stated that increased
enrollment in higher education institutions is expected to come directly from racially minoritized
groups. Nonetheless, there is still a lack of representation of this demographic in STEM majors.
Recent data posits that, while the number of college students interested in STEM is increasing,
only a fraction of those students persist in receiving a bachelor’s degree in engineering or science
within five years (Watkins & Mazur, 2013). The issue of success is not only an issue that affects
students and campus stakeholders, as it also has implications for long-term effects on society
(Carter, 2006).
The Role of Community Colleges in STEM
According to Kendrick and colleagues (2019), while the United States should be
concerned about increasing STEM success and graduation rates as a whole, particular attention
should be focused on the increased entrance, retention, and graduation of racially minoritized
students (p. 28). With the current rise of the racially minoritized demographic in the United
States, community colleges are uniquely poised to fill the STEM workforce pipeline. To
illustrate, racially minoritized students comprise more than one-third (36%) of enrollment in
community colleges (Ginder et al., 2014) with enrollment consisting of approximately 45% of
African American and Asian students and more than 50% of Latinx students (Miner, 2012).
15
Further, among those who hold baccalaureate or master’s degrees in STEM fields, 55% of Latinx
and 50% of African Americans initially matriculated at a community college (Miner, 2012).
With racially minoritized professionals making up 45% of the working-age population by 2030,
an increase of 18% from 1980, community colleges have an opportunity to lead the growth and
diversification of the future STEM workforce (Miner, 2012; Packard & Jeffers, 2013).
Community colleges also serve to drive the momentum of students in STEM course completion
as opposed to 4-year institutions (Bahr et al., 2016).
Community colleges are low-cost, convenient, and help to incentivize students to take
some electives or prerequisite courses to accrue STEM credits, thereby adding to the growing
attractiveness of these institutions (American Association of Community Colleges, 2011; Fay &
Liu, 2020). Students wanting to pursue a career in a STEM field benefit from the community
college transfer pathways for earning a baccalaureate degree (Packard & Jeffers, 2013). Further,
community colleges provide a more supportive environment that is particularly beneficial to
racially minoritized students seeking to earn STEM credits prior to transfer (Fay & Liu, 2020).
Even though the number of community college students who select STEM majors is low, given
the community college student demographic, even small shifts in these populations can affect
STEM workforce numbers (Packard & Jeffers, 2013).
Critical Race Theory and Factors Impacting STEM Persistence
For higher education institutions to address the racially minoritized student deficit in
STEM, it is essential to address the systemic and institutional barriers that affect these student’s
persistence and self-efficacy. Drawing upon CRT in education as a lens, Ladson-Billing and
Tates articulated that race is a structural phenomenon (Dixson & Rousseau Anderson, 2018).
Therefore, race and inequality are at the forefront of many of the challenges experienced by
16
racially minoritized students in STEM. One of the primary tenets of CRT posits that racism and
colonial legacies, whether conscious or not, are an endemic and pervasive component of
American society and, as such, these hegemonic practices are reproduced in education and
schools (Capper, 2015; Kennemer & Knaus, 2019). This is demonstrated through tokenism,
stereotyping, and overall lack of encouragement and institutional support (Park et al., 2019).
Historically, the culture of education has been viewed through the lens of White learners
and has, by default, excluded racially minoritized students (Kennemer & Knaus, 2019). The
requirements of rigorous STEM curricula in unfamiliar spaces, as well as classmates and faculty
who may not look like them or share their background or experiences (A. Johnson, 2019), can
contribute to feelings of isolation. As such, the goal of STEM education should be to redesign
how it is taught versus promoting content that racially minoritized students learn through a
colonialistic lens to be more like majority White students (Thoman et al., 2015). The use of CRT
in education offers a perspective of how race and racism have been institutionalized and
maintained (Sleeter, 2017) and, as such, helps to inform the experience of racially minoritized
STEM students.
Institutional Climate
Once racially minoritized students enter college and decide to become STEM majors,
they encounter a variety of institutional and systemic racial barriers that can affect their desire to
persist. These students are more likely to experience microaggressions, interpersonal
discrimination, and biases at their institutions, thereby contributing to a miasmic atmosphere
(Seo et al., 2018). Some of the racial microaggressions that can occur on a campus environment
range anywhere from segregation, lack of representation, increased campus police response,
17
cultural bias in the classroom, tokenism, and a pressure to conform to a standard that is rooted in
supremacy (Smith et al., 2020).
In a recent study (Watkins & Mazur, 2013), over 90% of students who transferred from a
science major and three-quarters of the students who persisted in the science major expressed
concerns about the lack of faculty-student interaction and the coldness of the classroom. The
chilly climate of some higher education institutions has been linked to a lack of a sense of
belonging, thereby contributing to high attrition rates (Meador, 2018). Research conducted with
STEM students found that the college environment, as well as the STEM department, has a
significant impact on the decision of racially minoritized students to major and persist in the field
(Palmer et al., 2011). Feeling as though one does not belong at an institution further exacerbates
feelings of not wanting to persist and hampers one’s ability to thrive (A. Johnson, 2019).
Faculty Bias
In addition to institutional barriers, faculty bias plays a significant role in persistence with
detrimental consequences. Research reveals that faculty are susceptible to biases that operate
without their awareness and can affect interactions and decision making (Killpack & Melón,
2016). Faculty demographics such as race, class, or religious affiliation can have a significant
influence on perceptions of diversity and students’ abilities, possibly rendering them ill-equipped
to teach a classroom of diverse learners (Aronson & Laughter, 2016). Unconscious biases
relative to student capability can lead to inaccurate judgments and statistically significant lower
overall course marks that can have a detrimental impact on students (Dean & Forray, 2019).
Furthermore, faculty can unknowingly exhibit microaggressions towards racially minoritized
students that may result in academic and social withdrawal, thereby limiting students’ ability to
learn (Banks et al., 2020). As a result, faculty often are not aware of their deficit-based
18
perceptions of students and their abilities as well as bring a general ignorance of what they bring
into the classroom that contributes to a cycle of systemic oppression in the educational context
(Knowles & Hawkman, 2019). The pervasiveness of negative attitudes and bias towards students
can be attributed to White racial domination that has been institutionalized in education and
inculcated in society overall (Hayes & Juarez, 2012). To that end, institutions must consider the
potential for negative influences and stereotypes fostered by faculty that can hinder recruitment
and retention efforts (Thoman et al., 2016).
Among the biases that may be pervasive in the classroom is the notion that White and
Asian students are more naturally gifted in STEM when compared with racially minoritized
students (Canning et al., 2019). This belief is likely to influence the way faculty interact with
students and encourage (or discourage) persistence (Canning et al., 2019). Experiencing this type
of unconscious or conscious bias, racism, and pervasive stereotypes can drain motivation, which
will, in turn, damage their sense of belonging and performance (Canning et al., 2019; Steele,
2011). Science faculty need to engage in critical self-discovery on how discrimination may be
perpetuated in their classrooms, whether they are aware of it or not. To buttress this position,
Capper (2015) asserted,
to claim color blindness, or that race does not matter, or that educators need to treat all
students the same and not differently, deny the atrocity of racial inequities in the past and
the pervasive racial microaggressions, societal racism, and systemic racism that
individuals of color experience on a daily basis and the way racism permeates all aspects
of schools (p. 816).
19
Without recognizing and addressing the implicit bias that faculty may be projecting, higher
education institutions can inadvertently engage in discriminatory behaviors, which can be
problematic (Jackson et al., 2014).
Insufficient K-12 Preparation
Some racially minoritized students who major in STEM may come to feel they are not
academically prepared for college, and, from the outset, may be at a consequential disadvantage.
Numerous studies have indicated the pathways to STEM academic preparation is lacking for
these students (Campbell, 2011; Park et al., 2019). Many of them may have attended K-12
schools with high teacher turnover, insufficient resources, and a lack of good role models who
could promote the significance of proper STEM preparation (Campbell, 2011).
Attrition typically commences during the K–12 years when students start to lose their
motivation toward science and math (Seo et al., 2018). As a result, there is little awareness and
interest in pursuing a STEM major (Foltz et al., 2014). To illustrate, for African American and
Latinx students entering college, on average, only 13% choose a major in STEM (Foltz et al.,
2014). The lack of sufficient pre-college preparation ultimately affects the ability to perform at
the collegiate level, thus contributing to low levels of persistence. It is important for STEM
faculty to acknowledge the differences in preparation of students who have been able to take
advantage of access to a high-quality K-12 education and those who, through no fault of their
own, have not (A. Johnson, 2019).
Stereotype Threat
One of the primary assumptions of CRT is that racism is normalized and ingrained into
every aspect of our society, including education (Kennemer & Knaus, 2019). One aspect of
racism in education is the pervasiveness of stereotype threat, which can significantly undermine
20
academic performance and persistence. Negative stereotypes about underrepresented minorities
are typically referred to as stereotype threat, which is defined as “the fear that one’s behavior
will conform to an existing stereotype of a particular group in which he or she identifies”
(Covington et al., 2017, p. 151). To illustrate, according to interviews conducted with 28 African
American males attending a community college, Wood (2014) found that these men were
apprehensive about engaging in the classroom for fear of being perceived by faculty and peers as
stupid, ignorant, or dumb (Wood, 2014). Research conducted among Black and Latinx students
reflected that racial stereotyping and other biases were a byproduct of receiving a STEM college
education (McGee, 2016). According to Massey and Owens (2014), “stereotype threat can
undermine the performance of any stigmatized group whose members are negatively portrayed
with respect to a domain of ability or performance” (p. 58). To combat this perception, educators
need to adjust their andragogical practices to create a more inclusive learning environment where
all students can succeed.
Culturally Relevant Andragogy to Increase STEM Student Success
To increase student success, STEM faculty will have to employ unique and innovative
ways to connect with racially minoritized students, such as CRA. Originally introduced as CRP,
this concept was presented in the 1990s to empower students intellectually, socially, emotionally,
and politically by using their cultural references to impart knowledge, skills, and attitudes
(Ladson-Billings, 1995a). For years, culturally relevant instruction has been espoused by
educators as a compelling way to teach and work with racially minoritized students (Wood,
2014).
A focus on culturally relevant instruction promotes self-worth in students and fosters
positive faculty-student relationships and a high standard of academic excellence (Allen &
21
Fitzgerald, 2017). As racially minoritized students become the majority in the United States,
there is a greater need to give students an education that applies to their cultural experiences
(Jones-Goods, 2019). Using the lens of culturally relevant instruction, there should be intrusive
efforts to address structural racism (Kennemer & Knaus, 2019) in the U.S. educational system.
To decrease disparities among students in STEM, it is important to create opportunities to
enhance all students’ learning and engage culturally relevant instruction into the curriculum to
support future innovations in STEM (Aronson & Laughter, 2016; K.M.S. Johnson, 2019).
Collaborative Learning
As part of a culturally relevant andragogical approach, a proven promising practice is the
incorporation of collaborative learning in the classroom. This approach utilizes a social
constructivist lens that highlights learning through social interaction and shared experiences
(Rogers et al., 2016). Collaborative learning gives students an opportunity to share their personal
perspectives to appreciate that other students may share similar challenges (Wood, 2014).
Moving away from the traditional lecture-style that is common in higher education,
collaborative learning restructures the classroom away to small-group work requiring intensive
interaction between students and the faculty member while working through complex projects
(Cabrera et al., 2002). This style of learning can help to increase a sense of mattering and
belonging, which can reduce feelings of isolation and alienation (Wood, 2014). As an example,
Cabrera et al. (2002) demonstrated that African American students enrolled in collaborative
learning courses had higher GPAs, higher retention rates, and were more likely to major in math-
based majors than their African American counterparts enrolled in traditional courses. While the
typical lecture format is widely used in community colleges, facilitated engagement and
22
meaningful interaction among students and faculty are imperative to success for racially
minoritized students(Wood, 2014).
Experiential Learning
Extending beyond the classroom environment, another culturally relevant instructional
approach is experiential learning. Experiential learning provides a teaching approach that
provides students an opportunity to learn through direct experience (Cantor, 1997). Examples of
opportunities to learn by experience are practicum experiences, hands-on laboratory activities,
and cooperative education placements (Wood, 2014). Incorporating experiential learning can
introduce students to an array of cultural perspectives and experiences, increase their interest in
academic content, and equip them with the ability to synthesize connections with classroom
content (Wood, 2014).
Supplemental Instruction
In concert with the aforementioned forms of CRA, faculty can introduce racially
minoritized STEM students to supplemental instructional resources at their institution. The
purpose of supplemental instruction (SI) is to provide opportunities to improve overall academic
success, thereby helping students to enhance their reasoning and problem-solving skills (Rabitoy
et al., 2015). Adopting a practice such as SI can ensure alignment with course instruction, which
can translate into successful classroom performance (Engle & Tinto, 2008). Forms of SI can
include small-group activities, peer instruction, extra worksheets, practice tests, and guided
discussion outside of class time (Dawson et al., 2014).
While SI is constructed to help improve the performance of low-achieving students, the
objective of SI is to identify high-risk courses, not students, and create a learning environment
that cultivates learning (Peterfreund et al., 2008). Research (Dawson et al., 2014) reveals that
23
students who utilize SI generally achieved higher grades in courses and course assignments and
were more likely to pass than those who did not utilize SI. According to a recent study at San
Francisco State University, by creating an environment welcoming to racially minoritized
students, SI was shown to increase the number of these students who progress through
introductory science courses and upper-division courses (Peterfreund et al., 2008). By adopting
SI, faculty can help to increase student achievement, which is important in all courses but is
particularly significant for courses with high failure and attrition rates, such as those in STEM
fields (Rabitoy et al., 2015).
Clark and Estes’ Knowledge, Motivation and Organizational Influences Framework
Clark and Estes’ (2008) framework was implemented to explore the degree to which
ACC science faculty have the capacity to employ proven high-impact andragogical practices and
supports that promote equity and self-efficacy among racially minoritized STEM students. This
problem-solving process is based on the following premises: (a) understanding stakeholder goals
with regard to the organizational goal, and (b) identifying assumed performance influences in the
areas of knowledge, motivation, and organization based on general theory, context-specific
literature, and an existing understanding of the organization. Clark and Estes’ framework served
as the model to analyze the KMO influences on the science faculty at ACC in meeting the
previously stated performance goal. Finally, the organizational impact on achieving the
stakeholder goal was evaluated. The science faculty KMO influences on institutional
performance were examined through the methodology discussed in Chapter Three.
ACC Science Faculty Knowledge, Motivation and Organizational Influences
Clark and Estes’ (2008) framework for analyzing performance gaps in an organization is
helpful in identifying challenges and making effective decisions accordingly. To do this, the
24
framework postulates that increased knowledge, skills, and motivation and addressing these
assets through organizational goals are major factors in organizational success (Clark & Estes,
2008). To address performance gaps in knowledge and skills, an organization might adopt
additional training and adequate supports to achieve better performance. To support the
knowledge and skills, employees should be motivated to achieve performance goals, which
would involve addressing the factors in an organization that would help to motivate employees.
To support the employees’ needs, the organization should also have sufficient supports in place
through tools, policies, and procedures and remove potential barriers to success.
Knowledge and Skill-Related Influences
In any organization, knowledge and skills are key factors in determining how well an
organization will perform (Clark & Estes, 2008). For racially minoritized STEM students to
persist, faculty must possess certain knowledge influences to bolster learning and have an impact
on student success. As postulated by Clark and Estes (2008), when an organization has an
awareness of knowledge influences, this helps to close equity gaps. This study explored the
knowledge influences of science faculty and their potential impact on students’ success. As such,
it was the goal of the study that science faculty at ACC would increase their ability to close
equity gaps so these students can ultimately thrive in the STEM profession. The issue of college
access and success among these students is not only significantly important for the USA to
compete in the global economy, but it is also of particular concern to the current higher
education equity agenda (Palmer et al., 2011). Investing in the knowledge and skills of science
faculty will ultimately have a direct impact on supporting STEM capacity building among the
growing population of racially minoritized students.
25
Higher education institutions are facing a sense of urgency to build STEM capacity
especially among racially minoritized students persisting in STEM (Brothers & Knox, 2013).
STEM faculty can enhance the community college experience for these students, thereby
resulting in increased success and persistence (Covington et al., 2017). As such, it is important
for STEM faculty to adopt student-centered approaches that foster collaboration and student
engagement (Allendoerfer et al., 2014; Moore & Smith, 2014;). For the science faculty at ACC,
recognizing the knowledge and skills required to implement culturally relevant andragogy will
be essential to performing the job and achieving the goals of closing the STEM achievement gap.
The following section focuses on two types of knowledge influences that served as the
methodology for evaluating faculty’s success with the student population of focus: metacognitive
and procedural.
Faculty Awareness of Cultural Biases They Bring in the Classroom That Could Hinder
Racially Minoritized Students’ Persistence in STEM
The first knowledge type addressed is metacognitive knowledge, which refers to
knowledge about cognition and also takes into account the awareness of and knowledge about
one’s own cognition (Krathwohl, 2002). Racially minoritized students encounter various forms
of cultural bias and microaggressions that contribute to a highly hostile educational environment,
which can have a profound impact on their achievement and success (Kozlowski, 2015). In the
area of STEM, these students face significant marginalization in that they are perceived as
unqualified, incompetent, and undeserving to compete in STEM fields (McGee, 2016). Studies
have shown that one’s behavior is constructed by the implicit or unintended biases that emanate
from repeated exposure to ubiquitous cultural and gender stereotypes (Moss-Racusin et al.,
2012). As such, STEM faculty may or may not be aware of some of the cultural biases they bring
26
into the classroom that could hinder students’ persistence. Research suggests that the beliefs and
cultural biases directly correlate to students’ experiences and the magnitude of the racial equity
gaps (Canning et al., 2019).
Moreover, research by (Caldera & Babino, 2019) postulates that White normativity can
occur even with teachers of color because their instructional practices are influenced by the
dominant culture and society. In alignment with institutional strategic plans, community colleges
must work to provide robust educational opportunities for faculty, staff, and administrators to
educate themselves on the diversity of racially minoritized students’ knowledge and experiences
to ensure a more diverse STEM workforce. This study explored the degree to which science
faculty were aware of the implicit biases that may pose barriers for racially minoritized STEM
students.
Faculty Knowledge of Best Practices In Culturally Relevant Andragogy
The next knowledge type is procedural and addresses the “how” to do something (Rueda,
2011). According to Rueda (2011), “it can also refer to methods of inquiry, very specific or finite
skills, algorithms, techniques and particular methodologies that are required to accomplish
specific activities” (p. 28). With this understanding, it is crucial for faculty to have an
understanding of the best practices on instructional strategies to increase racially minoritized
student completion and enhance success in STEM courses. As referenced earlier in Chapter Two,
this includes instructional activities such as collaborative learning, experiential learning, and SI.
The demographic composition of students is significantly different today than 30 years
ago (Conway & Hayes, 2011). According to a recent study, 50.4% of children who were born in
2011 were classified as members of a racial or ethnic minority (Daily & Eugene, 2013).
Therefore, for STEM faculty to create a classroom environment that fosters student success and
27
improves student learning, attitudes, and retention, they must consider incorporating a variety of
innovative and culturally relevant instructional practices (Beach et al., 2012; Conway & Hayes,
2011). Collaborative learning provides an opportunity for students to work together on an
assignment in an environment free of the fear of failure or criticism (Hooker, 2011). Experiential
learning benefits students’ persistence and career success and enables them to develop new ideas
and thoughts through opportunities such as internships and extracurricular activities that align
with their career goals (Walker, 2019). Lastly, SI is designed to provide opportunities for out-of-
class study sessions to increase understanding of course content by using reasoning and problem-
solving skills (Rabitoy et al., 2015).
The SI method of instruction is particularly beneficial for courses that are typically
associated with high failure rates (Rabitoy et al., 2015) such as STEM. According to Conway
and Hayes (2011), culturally relevant teaching can be fostered by:
changing tasks that only examine the individual’s perspectives, creating a collaborative
environment with tasks that require more than one method of delivery (for example, not
only paper and pencil tasks), using invention and artistry to promote worldviews and case
studies; and enhancing the meaning of assignments by engendering competence. (p. 1)
To adopt this new way of teaching in the classroom and ensure that community college STEM
students persist, faculty must be open to new pathways for student learning. Recognizing the
diversity and readiness of the racially minoritized student demographic is key in planning
student-centered instruction which will be a critical factor to student success and persistence
(National Academies of Sciences, Engineering, and Medicine, 2019; Lightweis, 2013).
Table 2 shows the organizational mission, the organizational global goal, the stakeholder
goal, and four knowledge influences by knowledge type and associated methods to assess them.
28
Table 2
Knowledge Influence and Motivational Assessment
Organizational Mission
The mission of Assedo Community College (ACC) is to provide a student-centered learning environment
committed to empowering students and the community to achieve their academic and career goals through
the attainment of certificates and associate degrees leading to transfer and workforce preparation.
Organizational Performance Goal
By 2023, Assedo Community College (ACC) will increase the science course success rate of racially
minoritized students by 20% by utilizing culturally relevant andragogy.
Stakeholder Goal
By 2021, 100% of ACC science faculty will employ proven high-impact culturally relevant andragogical
practices which include collaborative learning, experiential learning and supplemental instruction that
promote equitable outcomes for racially minoritized STEM students.
Knowledge Influence Knowledge Type Knowledge Influence Assessment
Science faculty may/may not be
aware of some of the cultural
biases that they bring into the
classroom that could hinder
racially minoritized students’
persistence in STEM
Metacognitive
Interview science faculty to
understand what methods or
strategies they use to ensure
racially minoritized students are
learning in their class.
Science faculty need to be able to
implement the practices related to
collaborative learning,
experiential learning, and
supplemental instruction
Procedural Interview science faculty to
understand the methods that are
used to incorporate culturally
relevant andragogy which
includes collaborative learning,
relative content or experiential
learning, and supplemental
instruction into the classroom.
Motivational Influences
Student success and achievement are linked to the support and instruction that faculty
provide (Lightweis, 2013). Considerable research has illuminated that faculty beliefs about
teaching are instrumental in driving change to their instructional approach (Allendoerfer et al.,
2014). As such, it is not enough for faculty to have the knowledge, skills, and abilities to
29
incorporate culturally relevant andragogical practices. According to Clark and Estes, “knowledge
tells us how to do things and is in our storehouse of experience. Motivation gets us going, keeps
us moving, and tells how much effort to spend on work tasks” (p. 80). As such, a significant
portion of organizational performance problems is associated with motivation and not the lack of
knowledge and skills (Clark & Estes, 2008). To increase success rates among racially
minoritized students, science faculty will need to be motivated to adjust their instructional
strategies to engage in a more relevant way. The motivational influences used to explore science
faculty’s instructional practices were analyzed using two principles: utility value and self-
efficacy.
Science Faculty Value for Implementing Culturally Relevant Andragogical Practices
Part of having a supportive educational environment is generating unique methods to
educate students. As STEM majors begin to become increasingly popular with racially
minoritized students, faculty must look for a variety of different ways to engage in unique
instructional practices that are reflective of these students’ cultural backgrounds (Covington et
al., 2017). For faculty to change their current instructional strategy to implement beneficial
andragogical practices, they have to see the utility in the task to want to change. If a task is seen
as relevant and benefiting regular everyday activities, the chances are that the task will be
considered high in utility value (Shechter et al., 2011). This will be essential for the
implementation of culturally relevant instructional practices because knowledge by itself is not a
sufficient predictor of behavior (Siwatu et al., 2016).
Given the statistics on the low percentages of students who fail to be successful or persist
in STEM courses, institutions are likely to feel the pressure to improve instructional strategies.
While institutions may want to enact policies to incorporate change in the classroom, top-down
30
policy implementation may be difficult to enforce and damaging to the performance goal (Beach
et al., 2012). However, if faculty are motivated and see the value of the possibility of being able
to increase student success through their instructional practices, there might be added buy-in to
make changes. To illustrate, using instructor-identified changes, science faculty can see
themselves as change agents and use their own knowledge and experience to improve their
instructional practices, thereby fostering ownership of faculty instruction (Beach et al., 2012).
Creating a culture of inclusivity and support with culturally relevant instructional strategies will
be especially vital to the amassment of students who decide to major and persist in STEM.
Science Faculty Confidence in Implementing Culturally Relevant Andragogical Practices
Self-efficacy is a key component of social cognitive theory and refers to an individual’s
beliefs in their ability to organize and execute the courses of action required to produce a given
goal (Bandura, 1997). Faculty beliefs about their capabilities to be successful with self-efficacy
serve to motivate them to employ tasks that are reflective of their knowledge (Bandura, 1997).
Given the low levels of racially minoritized STEM completion and success rates, science faculty
and their respective institutions might be motivated to make adjustments to their instructional
approach and be increasingly open to culturally relevant techniques. Since teaching self-efficacy
is predictive of teaching effectiveness, these faculty members may only persist in adopting new
techniques if they perceive that they are successful in their attempts (DeChenne et al., 2012).
Since high faculty self-efficacy positively influences students’ learning and faculty behaviors,
this produces a compelling need for science faculty to incorporate innovative, culturally relevant
teaching to increase student learning outcomes (DeChenne et al., 2012; Gilbert et al., 2018). To
that end, this study explored the degree to which science faculty are confident in their ability to
implement collaborative learning, experiential learning, and SI.
31
Table 3 shows the organizational mission, the organizational global goal, the stakeholder
goal, and two motivational influences and corresponding methods to assess them.
Table 3
Motivational Influence and Motivational Assessment
Organizational Mission
The mission of Assedo Community College (ACC) is to provide a student-centered learning environment
committed to empowering students and the community to achieve their academic and career goals through
the attainment of certificates and associate degrees leading to transfer and workforce preparation.
Organizational Performance Goal
By 2023, Assedo Community College (ACC) will increase the science course success rate of racially
minoritized students by 20% by utilizing culturally relevant andragogy.
Stakeholder Goal
By 2021, 100% of ACC science faculty will employ proven high-impact culturally relevant andragogical
practices which include collaborative learning, experiential learning and supplemental instruction that
promote equitable outcomes for racially minoritized STEM students.
Assumed Motivation Influence Motivation Influence Assessment
Utility: Science faculty need to
recognize the value for
implementing culturally relevant
andragogical practices of
collaborative learning,
experiential learning and
supplemental instruction to
increase racially minoritized
student success
Written survey item –
“I see the value in designing learning activities that provide
students an opportunity to apply course material to real-life
problems.” (strongly disagree – strongly agree)
“I see the value in designing learning activities where students
collaborate on assignments and projects together.” (strongly
disagree – strongly agree)
“I see the value in designing learning activities where students are
provided instruction and support outside of the classroom.”
(strongly disagree – strongly agree)
32
Assumed Motivation Influence
Self-efficacy: Science faculty
need to feel confident in their
ability to implement collaborative
learning, experiential learning,
and supplemental instruction.
Motivation Influence Assessment
Written survey item –
“I am confident in my ability to design learning activities that
provide students an opportunity to apply course material to real-life
problems” (strongly disagree- strongly agree)
“I am confident in my ability to design learning activities where
students collaborate on assignments and projects together”
(strongly disagree- strongly agree)
“I am confident in my ability to design learning activities where
students are provided instruction and support outside of the
classroom” (strongly disagree- strongly agree)
Organizational Influences
As previously outlined, stakeholder knowledge and motivational influences are crucial in
determining how an organization will operate successfully. However, even if an organization has
employees who are fully motivated and equipped with the knowledge and skills to succeed if
they are missing the right processes and materials needed to do the job, performance goals are
likely to suffer (Clark & Estes, 2008). When approaching change in an institution, the culture of
an organization should be taken into consideration because it frames the core values and norms
of its members who are shared through social learning processes or modeling and observation
(Erez & Gati, 2004). The role that culture plays is becoming an ever-increasing part in
educational research and practice as well as educational processes and outcomes (Gallimore &
Goldenberg, 2001). It is also important for the proposed changes to align with the existing
organizational culture as this directly affects attempts to improve performance (Clark & Estes,
2008). Analyzing an organization’s cultural settings and cultural models is particularly
significant for understanding the key dynamics of change in education institutions (Gallimore &
Goldenberg, 2001). To that end, the implementation of CRA comprises three dimensions: (a)
personal, (b) instructional, and (c) institutional (Taylor, 2010). To ensure student success among
33
racially minoritized students in STEM, ACC’s policies, procedures, and resources will need to
align with science faculty’s instructional practices.
Consensus Among Science Faculty to Incorporate Culturally Relevant Andragogy
By definition, cultural models are categorized as the shared mental schema or normative
understandings of how the world works or should work (Gallimore & Goldenberg, 2001). In a
traditional college setting, there is a shared cultural model as it pertains to instructional practices,
especially within STEM. Specifically, instructional practices typically involve the teacher
serving in an authoritarian role and lecturing to students who play a more passive role (Pane et
al., 2014). As posited by Clark and Estes (2008), “work culture is present in our conscious and
unconscious understanding of who we are, what we value, and how we do what we do as an
organization” (p. 107). With this understanding, there should be a consensus amongst science
faculty that, to effect changes in persistence among racially minoritized STEM students, it is
imperative to incorporate CRA into the curricula. Consensus means that there is an
understanding that a diverse student body requires faculty’s intentional efforts to bring varied
types of student-faculty interaction to retain students who are typically marginalized in STEM
(K.M.S. Johnson et al., 2019). With this in mind, the degree to which science faculty are self-
assured of their ability to utilize collaborative learning, experiential learning, and SI were
explored as part of this dissertation.
Promoting Racially Minoritized Students’ Equity in STEM as an Institution
According to Richards and colleagues (2007), for an educational institution to be more
culturally relevant, reforms must occur in the school’s organization, including the administration,
and the way it imparts diversity as well as school policies and procedures that affect services to
racially minoritized students. Community colleges can foster the growth and diversification of
34
the STEM workforce by addressing their students’ needs (Packard & Jeffers, 2013). The
importance of addressing the needs of colleges’ most underserved and underrepresented students
is further posited by McClenney and Dare (2013), who stated that “achieving equity in student
outcomes is a moral imperative” (p. 42). These reforms must occur to help create an environment
that fosters changes amongst faculty to help create a more culturally relevant environment
(Taylor, 2010). Using data to drive the work needed to close the achievement gap (Jones et al.,
2018) will be pivotal in creating instructional changes among science faculty at ACC. As such,
this study explored the degree to which science faculty perceive that the organization holds
equity for racially minoritized students in STEM as a priority to ensure student success.
When an institution’s leaders are committed to incorporating CRA, they help to create a
rich environment that helps students and faculty to connect, thereby fostering a robust classroom
community (Taylor, 2010). As confirmed by Jones and colleagues (2018), “an institution’s
ability to do its part in addressing these issues can be greatly enhanced or hampered by its own
capacities” (p. 46). As such, it is imperative that college faculty and staff collaborate in exploring
ways to produce proven HIPs in their institutional environments to improve STEM success
among racially minoritized students. While faculty may have the knowledge and motivation to
implement culturally relevant practices, if there is a perception that the institution is not fully
committed to transforming the organization utilizing new instructional approaches, the change
effort will inevitably be thwarted.
Professional Development of Effective Instructional Practices Particularly With Racially
Minoritized Students
As previously noted, science faculty need to have the knowledge and skills to implement
CRA. In furtherance of this goal, it was important to assess the degree to which current ACC
35
onboarding practices offer effective instructional practices to serve the needs of racially
minoritized students. This is especially important to evaluate since teachers are typically
inadequately prepared to teach students from cultural backgrounds that are different from their
own (Brown, 2007). In addition, as part of the current development offerings, it was vital to
explore if there is space for faculty to self-reflect and confront biases towards any culture,
language, or ethnic group as a way to increase cultural competency (Taylor, 2010). When
professional development is approached in a comprehensive, sustainable, and intensive manner
(Shahid & Azhar, 2014), faculty competency on CRA will be further enhanced as part of the
continuous advancement of faculty.
Table 4 shows the organizational mission, the organizational global goal, the stakeholder
goal, and the three organizational influences and corresponding methods to assess them.
Table 4
Organizational Influences and Motivational Assessment
Organizational Mission
The mission of Assedo Community College (ACC) is to provide a student-centered learning
environment committed to empowering students and the community to achieve their academic
and career goals through the attainment of certificates and associate degrees leading to transfer
and workforce preparation.
Organizational Performance Goal
By 2023, Assedo Community College will increase the science course success rates of racially
minoritized students by 20%.
Stakeholder Goal
By 2021, 100% of ACC science faculty will employ proven high-impact culturally relevant
andragogical practices, which includes collaborative learning, experiential learning, and
supplemental instruction that promote equitable outcomes for racially minoritized STEM
students.
36
Organizational Influence Organizational Influence Assessment
(Cultural Models)
There should be an overall
consensus among science
faculty to incorporate
culturally relevant andragogy
into existing courses.
“ACC ensures that faculty is aware of the importance of
culturally relevant andragogy” (strongly disagree- strongly
agree)
(Cultural Models)
The organization should hold
equity for racially minoritized
students in STEM as a priority.
“Student equity is a key focus for ACC as an institution”
(strongly disagree- strongly agree)
(Cultural Settings)
Science faculty need
professional development
opportunities on effective
instructional practices,
particularly with racially
minoritized students.
“ACC is committed to supporting faculty with training on
different types of instructional strategies to incorporate in the
classroom” (strongly disagree- strongly agree)
“ACC provides an adequate level of institutional support for
me to incorporate a variety of instructional strategies”
(strongly disagree- strongly agree)
“ACC provides opportunities for professional development
on culturally relevant andragogical strategies such as
collaborative learning, experiential learning, supplemental
instruction among others” (strongly disagree- strongly agree)
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
A conceptual framework serves as the schema that guides a study, creating a relationship
among the concepts, assumptions, expectations, beliefs, and theories pertaining to the problem of
practice (Maxwell, 2013). The framework was constructed from the orientation or stance brought
to the study (Merriam & Tisdell, 2016). Designed to scaffold or frame the study, the conceptual
framework, also known as theoretical framework or idea context, acts as a tentative theory for
the phenomenon being investigated (Maxwell, 2013; Merriam & Tisdell, 2016). Additionally,
37
Maxwell postulates the framework informs the rest of the design in addition to assessing and
refining goals, developing pragmatic research questions, constructing appropriate methods and
pinpointing possible validity threats that can affect the study (Maxwell, 2013).
The conceptual framework that guided this dissertation study helped to analyze faculty
KMO influences related to implementing CRA in furtherance of the stakeholder goal. Using the
lens of CRT, this study utilized the KMO conceptual framework. While the influences are
presented independently in the narrative, the conceptual framework model demonstrates that the
influences are complementary, working in tandem to achieve the performance goal.
38
Figure 1
KMO Conceptual Framework for ACC Science faculty
When an organization faces changes, specific factors will determine how well it will
perform; these factors include KMO influences (Clark & Estes, 2008). These influences directly
affect the performance goal, as shown in the middle of the diagram in Figure 1. The performance
goal was that, by 2021, 100% of ACC science faculty would employ proven high-impact
andragogical practices and supports that promote equity and self-efficacy among racially
minoritized students. This goal is encapsulated by the knowledge and motivational influences as
well as the organizational influences of the cultural model and cultural settings.
39
While several factors contribute to the lack of racially minoritized students’ persistence in
STEM, the scope of this study examined faculty’s instructional practices in terms of moving
towards closing the STEM achievement gap. On the left part of the diagram, the conceptual
model demonstrates that science faculty must have the knowledge and skills of how to
implement CRA to strengthen learning and have increase student success. To achieve the
performance goal, faculty must possess an understanding of the racially minoritized student
experience, which consists of persistent marginalization and perceptions of them as unqualified
and incapable of being successful in STEM (McGee, 2016). The research illuminates that
conscious and unconscious faculty biases and beliefs directly affect the student experience and
contribute to the achievement gap (Canning et al., 2019). To tackle the issue, science faculty
need to have the knowledge and skills to incorporate CRA into the instructional practices.
Another influence on the performance goal is the motivation of science faculty. While
they might have sufficient knowledge and skills to implement CRA, the goal will not be attained
if they do not have the motivation to implement in the classroom. To start, science faculty need
to see the importance of introducing CRA into the classroom. If the implementation effort is
considered high in utility value, it will be seen as having great benefits and being relevant to the
work (Shechter et al., 2011). As science faculty become more knowledgeable about CRA
practices, they should acquire the self-efficacy needed to implement CRA successfully.
As stated previously, the faculty knowledge, motivation and their experience within the
organization, has an impact on the organization reaching the goal of increasing the science
course success rates of racially minoritized students by 20%. As the science faculty increase their
knowledge and skills and are equipped with the motivation to implement CRA, the organization
has to work in tandem with this effort. Without a shift in the organizational culture and settings,
40
including the right processes and materials needed to do the job, performance goals are likely to
fail (Clark & Estes, 2008). Implementing CRA at ACC will involve a commitment by ACC to
incorporate it into the curriculum. This commitment helps to create an inclusive learning
environment that is beneficial to both students and faculty (Taylor, 2010). Facilitating this
culture change will involve a commitment to professional development not only from science
faculty but from the institution as well. Incorporating professional development on CRA helps to
increase the cultural competency (Taylor, 2010) of the faculty as well as the institution as a
whole.
Summary
This exploratory study sought to understand and address, using CRT as a frame, the
KMO influences on the science faculty with respect to their ability to provide CRA to racially
minoritized STEM students at ACC, thereby influencing these students’ persistence. To support
the importance of the need for racially minoritized students to persist in STEM, the robust
literature review presented in this chapter has addressed the call to action for more racially
minoritized students to persist in STEM fields and why this is a problem for the United States.
Chapter Two starts with an overview of the STEM crisis in the United States. As the
population of aging White males increases and the distribution of visas being given to foreign
workers decreases, the STEM crisis must be addressed immediately in order to have a
competitive advantage (Hall et al., 2017; Meador, 2018). The literature presents the case that
with current demographics projections, it is important to ensure that racially minoritized students
are persisting in STEM (Payne et al., 2017). With the increased numbers of these students in
community colleges, these institutions will influence the future STEM workforce (Packard &
Jeffers, 2013). However, a variety of factors affect racially minoritized STEM students’
41
persistence in college. To that end, science faculty are uniquely poised to improve these students’
performance. The research cites CRA as a HIP to help increase student success. The chapter
concludes with an overview of the KMO conceptual framework model to evaluate the
stakeholder goal which states that by 2021, 100% of ACC science faculty will employ proven
high-impact culturally relevant andragogical practices which include collaborative learning,
experiential learning, and SI that promote equitable outcomes for racially minoritized STEM
students.
The knowledge influences were selected as helpful in understanding whether science
faculty are aware of the cultural biases they may bring to the classroom and, if they are, how they
implement CRA practices. Furthermore, the study sought to understand if these faculty members
are motivated to see the importance of CRA and, if so, whether they feel confident in executing
CRA. As teachers increase their knowledge and motivation, the study evaluated the
organizational influences at ACC and how these might affect implementation of CRA in the
curriculum. In Chapter Three, the study delves into the research methodology and approach.
42
CHAPTER THREE: METHODOLOGY
The focus of this project was to explore the degree to which ACC is meeting its goal of
increasing the science course success rate of racially minoritized students by 20%. The analysis
focused on the science faculty KMO influences related to employing proven culturally relevant
andragogical practices at ACC. To that end, the goal of this chapter is to present the research
design that was used and provide an overview of the project participants as well as the sample
selection. This chapter delves into the data collection methods and instrumentation employed as
part of this study. Immediately following will be considerations related to credibility and
trustworthiness, validity, and reliability as well as ethical considerations that served to protect the
participants. As stated in Chapter One, the questions that guided this study are the following:
1. What are the science faculty’s knowledge and motivation related to employing
proven culturally relevant andragogical practices at ACC?
2. What is the interaction between ACC’s organizational context and culture and science
faculty knowledge and motivation?
3. What are the recommendations for organizational practice for ACC in the areas of
knowledge, motivation, and organizational resources?
Participating Stakeholders
The stakeholder population that was highlighted in this study consists of the science
faculty in the natural sciences, health, and kinesiology department at ACC. The population
included all full-time and part-time faculty in all science disciplines with the criteria that full-
time faculty participants had been teaching at ACC for a year or more and that part-time faculty
had taught for at least two consecutive semesters. The criteria helped to govern the scope of the
study to science faculty who had an established andragogy.
43
Data Collection and Instrumentation
The purpose of this study was to evaluate the degree to which ACC is meeting its goal of
increasing the science course success rate of racially minoritized students by 20% and, in the
context of that, explore faculty capacity to employ proven culturally relevant andragogical
practices. It is essential to assess the level of awareness that science faculty have about culturally
relevant instructional practices, their level of motivation for implementing those practices, as
well as their perception of and experience with organizational supports or hindrances to foster
racially minoritized students’ success.
This study was conducted using a mixed-methods design. A mixed-methods design
involves the collection and analysis of both qualitative and quantitative data and incorporates the
merging, connecting, or embedding of data to address research questions or a hypothesis
(Creswell, 2014). The use of mixed-methods is still a relatively new approach to research that
dates to the late 1908s and early 1990s and involved work from a variety of different fields, such
as education, management, health sciences, and sociology (Creswell, 2014). In recent years, this
approach has gained significant popularity.
A mixed-methods design approach was chosen because it gave the researcher an
opportunity to glean information from both qualitative and quantitative data. Using an
explanatory sequential approach, whereby quantitative data were collected in the first phase and
analyzed to facilitate planning for the qualitative phase, helped to have the qualitative data
explain the initial quantitative results in greater detail (Creswell, 2014). The data for this mixed-
methods study were collected through surveys, interviews, and faculty syllabi.
Survey Sampling Criteria and Rationale
The following criteria guided the selection of survey participants.
44
Criterion 1. ACC science faculty employed in the natural sciences, health, and
kinesiology department. As opposed to other STEM disciplines at ACC, such as math and
nursing, the science faculty span different science disciplines across the college, which allowed
for greater participation and robust content for the study.
Criterion 2. Full-time science faculty who had been teaching at ACC for a year or more
and part-time faculty who had been teaching for at least two consecutive semesters. Using this
approach allowed the study to have participants who were experienced in the classroom with an
established andragogical approach and familiar with the organizational culture and setting.
Survey Sampling (Recruitment) Strategy and Rationale
This study utilized an explanatory sequential mixed-method design and was conducted in
two phases. The first phase consisted of quantitative data being collected from a non-probability
purposeful sample of full-time and part-time science faculty via an anonymous web-based
survey. The survey portion of the research was developed to assess the degree to which science
faculty were motivated to implement instructional practices such as collaborative and
experiential learning as well as SI to support CRA. The survey also probed for the level at which
faculty perceive that ACC as an organization supports the use of CRA to close the achievement
gap in STEM.
The survey containing Likert-type items was administered online, and the participants
were incentivized to encourage maximum participation for the study. The results were analyzed
and used in the second, qualitative phase that consisted of interviews to gain a greater
understanding of the survey results (Creswell, 2014). The strategy for survey recruitment
involved an email distributed by the principal researcher to all seven full-time and 22 part-time
faculty that are currently employed at ACC. The department chair and dean of the department
45
also forwarded the email to the science faculty to inform potential participants of the study and
encourage participation. A reminder was also provided at subsequent department meetings. The
email informed potential participants of the study’s purpose and included a link to the online
survey. At the conclusion of the survey, participants were presented with an opportunity to
participate in an interview. The survey included a Google form link leading to a site on which
respondents indicated their willingness to be interviewed. The site was not tied to the survey to
maintain the anonymity of the responses.
Interview Sampling Criteria and Rationale
The following criterion guided the selection of interview participants.
Criterion 1. Individuals who are full-time or part-time science faculty and who
completed the survey.
Interview Sampling (Recruitment) Strategy and Rationale
As a follow-up to the survey conducted in the first phase of the study, science faculty
participants were selected for a one-time, in-depth interview utilizing open-ended questions to
probe into their knowledge and awareness of culturally relevant andragogical practices. While
the problem of practice in this study focused on STEM, the scope of this research is specifically
focused on science faculty at ACC, which informs the need to utilize a purposeful sampling
strategy. To determine the size of the sample, the researcher needed to ensure an appropriate
number of participants (Merriam & Tisdell, 2016). With at least seven full-time and 22 part-time
science faculty members, the target sample would have needed to be at least eight to 10
participants to be considered representative of the majority of science faculty at ACC. As
proposed by Fink (2013), a gift or cash incentive was provided to encourage maximum
46
participation. Participants who completed both phases of the study received a $15 gift card upon
conclusion of the interview.
Due to the fact that the data collection was conducted during the COVID-19 pandemic,
all interviews were completed online through an audio and video cloud platform communication
tool for convenience and were conducted in English. The interviews were recorded, and
participants were notified in advance before the recording to allow them to decide if they would
still like to participate. As part of the interview protocol, the researcher provided a brief
introduction and reviewed the purpose of the study. A customized USC Institutional Review
Board (IRB) office information sheet was distributed to all participants in which they were
informed that they had the right to discontinue participation at any point during the interview.
Once consent was received, all participants were advised that the interview would be recorded.
Interviews were anticipated to take no longer than 60 minutes.
Documents and Artifacts
To triangulate the data, the researcher also requested syllabi from interview participants
to explore the instructional strategies implemented and to gain a better understanding of the data
received from the surveys and interviews (Bowen, 2009). The collection of science syllabi
provided another lens to assess what instructional practices are being used by faculty that may or
may not include the use of CRA to support equity in STEM. It also helped to understand the
current policies and practices that may inadvertently be a deterrent for racially minoritized
students.
Data Analysis
The researcher employed a survey to understand the motivational factors that influence
science faculty instructional practices as well as faculty perceptions about the organization’s
47
policies, procedures, and resources in relationship to their ability to implement effective
instructional practices. The Likert-type survey and interviews were conducted from April 2020
to June 2020. The survey data were analyzed based on the percentage of science faculty who
strongly agreed or agreed in contrast to those who strongly disagreed or disagreed. The survey
was followed by an interview to assess participants’ knowledge and skills on the implementation
of culturally relevant instructional practices. All interviews were transcribed using a transcription
service and reviewed for accuracy. Interview data were categorized into emerging themes in
relation to the KMO conceptual framework and research questions. An influence was determined
to be an asset if at least 75% of participants indicated a high level of knowledge, motivation, or a
positive perception of the organization. Conversely, an influence was determined to be a gap if at
least 25% indicated a lack of knowledge, motivation or negative perception of the organization.
Using syllabi, the researcher triangulated the survey and interview data to determine the
prevalence of culturally relevant practices. Upon conclusion of the data analysis, the data were
cleaned to ensure identifiable information was removed. The data analysis and resulting
emergent themes will be discussed in Chapter Four.
Credibility and Trustworthiness
Credibility and trustworthiness are a fundamental part of a qualitative study to instill
confidence, trust, and validity in the research (Merriam & Tisdell, 2016). Several strategies are
employed to increase the credibility and trustworthiness of a study. Some of these strategies are
triangulation, member checks, offering alternative explanations for the data, reflexivity, peer
review, rich and descriptive data, the use of maximum variation or typical sampling, and using
numerical data to buttress findings and make comparisons (Maxwell, 2013; Merriam & Tisdell,
48
2016). This study utilized rich and descriptive data, triangulation, and reflexivity to maximize the
credibility and trustworthiness of this study.
Rich data bolsters credibility and trustworthiness by providing comprehensive insight
into the topic through detailed descriptions of the study participants and findings (Maxwell,
2013; Merriam & Tisdell, 2016) As part of this study, the researcher designed interview
questions to evoke rich, detailed responses. During the interviews, the researcher asked open-
ended questions as well as follow-up questions as appropriate to gain additional knowledge and
understanding from participants. In addition, the researcher also transcribed the interviews to
ensure the accuracy of analysis and provided context for the findings that are part of this
research.
As an additional strategy to ensure credibility and trustworthiness, this study employed
triangulation. Triangulation necessitates researchers to adopt a variety of researchers, data
collection methods, or settings (Maxwell, 2013; Merriam & Tisdell, 2016). The triangulation
approach applied in this study encompassed the employment of surveys, interviews, and
document analysis. The surveys served to assess the motivational and organizational factors that
influenced science faculty and their ability to employ culturally relevant instructional practices as
a way to increase STEM success among racially minoritized students. The individual interviews
served to ascertain the degree to which science faculty see value and are confident in applying
CRA as well as the organizational influences on the successful implementation of CRA. Lastly,
course syllabi were collected as part of the document analysis to support and add dimension to
the research (Merriam & Tisdell, 2016). The use of triangulation (or crystallization) allowed the
researcher to corroborate and examine data through different sources, thereby reducing the
likelihood of potential biases that can exist in a study (Bowen, 2009; Merriam & Tisdell, 2016).
49
In any study, researchers may unwittingly bring their own beliefs, values, and biases to
their study, which can affect the quality of the study (Creswell & Poth, 2018). Therefore, by
employing reflexivity, researchers can recognize their own biases and assumptions (Merriam &
Tisdell, 2016). While the principal researcher is not employed at the institution or in the science
field, the researcher is a woman who identifies as a member of a historically marginalized group.
As a woman of color who has experienced microaggressions as a professional and as a student,
the researcher is aware of the potential bias that could be brought into the study. It was
important for the researcher to be transparent about her dispositions and assumptions as a
researcher to ensure the quality of the study (Merriam & Tisdell, 2016).
The researcher is a higher education professional whose primary role is to help colleges
transform their programs and policies, with a focus on equity, to ensure that all students reach
their career and academic goals in a timely and cost-efficient manner. To not allow her
professional role to influence the study or judge the perspectives of faculty that may not agree
with her own, she employed the reflective strategies of respondent validation or “member
checks.” As recommended by Maxwell’s (2013) general guidance for qualitative studies, at the
end of the interview, participants were asked to provide feedback on the preliminary findings to
eradicate the threat of misinterpretations and potential biases by the researcher. At the conclusion
of each interview, the researcher stated the key findings to ensure that the themes were being
captured accurately and fairly. The researcher adopted this strategy throughout the study to
provide sufficient opportunity to address disparities to the interview protocol (Merriam &
Tisdell, 2016).
50
Validity and Reliability
As part of a quantitative study, it is important that the research measures what it intends
to and is conducted consistently to ensure validity and reliability (Robinson & Firth Leonard,
2019). Earlier sections stated that, as part of the initial research, a survey was distributed
electronically to all science faculty. A threat to the validity of the research is the small population
of science faculty at ACC. To optimize confidence in the results, the researcher targeted to
receive 60% of surveys in order to consider the responses to be representative of the science
faculty population at ACC. Further, as part of the survey, it was important to establish content
validity to ensure that the questions that were asked of the participants in fact measured the
content they were intended to measure (Creswell, 2014). This was done by building on and
modifying existing surveys that measure motivation. In addition, the researcher verified and
substantiated the survey protocol with the research committee to assure content validity.
Lastly, another threat to the quality of the study is nonresponse bias. This happens when
there is a disparity in the individuals who have completed the survey and those who have not
(Pazzaglia et al., 2016). Before the research was conducted, science faculty were provided the
purpose of the study. Due to the sensitive nature of research on race, implicit bias, instructional
practices, and implications for racially minoritized student success, faculty may provide socially
desirable responses rather than their true beliefs, perceptions, and behaviors for fear of being
seen as racist, or they may decline to answer the question. As this is an explanatory sequential
mixed-methods study, the validity and reliability of the study were bolstered by the rich data that
was collected to provide a detailed view of the current situation as told by the respondents
(Maxwell, 2013).
51
Ethics
The purpose of this study was to explore the degree to which ACC was meeting its goal
of increasing the science course success rate of racially minoritized students by 20%. While this
study was focused on the success of a particular group of students, the focus of the research is on
the instructional practices of science faculty with respect to CRA. The data for this mixed-
methods study were collected using a survey and interviews. To start, prospective participants
were notified about the purpose and scope of the study, the details of the survey and interview
process as well as who was involved in the study. The survey was conducted using an electronic
link that directed participants to the web-based survey. To ensure that participants were treated
fairly and respectfully, they were notified that their participation in this study was voluntary and
they could decline participation at any stage in the process without fear of consequence (Glesne,
2011). To ensure the privacy of the respondents, the data were collected on the researcher’s
cloud-based Google drive protected by the University of Southern California and a personalized
password. The surveys were anonymous and interview transcripts omitted any potential
identifiers.
While the researcher briefly worked as adjunct faculty in the institution’s business
department, the researcher never interfaced directly with science faculty and did not work with
the institution at the time of this study, thus eliminating the possibility of a conflict of interest.
As part of a commitment to protect the safety and welfare of the participants, the research
proposal plan was submitted to the IRB at the University of Southern California, and the research
commenced once approval was received. All interview participants were provided with an IRB-
approved information sheet template that outlined key ethics-related details for their review.
52
Summary
The purpose of this mixed-methods study was to probe into the KMO influences related
to employing proven culturally relevant andragogical practices at ACC to increase racially
minoritized student success in STEM. This chapter outlined the research design that was utilized
in this study. A synopsis of the criterion for participation and sample selection was included as
well as the data collection methodology, instrumentation, analytic framework, data analysis, and
ethical considerations were also presented. In Chapter Four, the discussions of the findings will
be presented as well as an analysis of those findings.
53
CHAPTER FOUR: RESULTS AND FINDINGS
The focus of this study was to examine the degree to which ACC is meeting its goal of
increasing racially minoritized students’ science course success rates by 20%. This analysis
focused on ACC science faculty’s KMO influences related to utilizing CRA. Although a
complete evaluation would involve all STEM stakeholders, this study focused only on science
faculty at ACC. To gain an understanding of science faculty instruction and its relative impact on
student success at ACC, three research questions served as the dissertation foci. As part of a
mixed-methods study, a survey protocol was developed to evaluate the degree to which science
faculty are motivated to implement CRA as well as explore the level to which faculty perceive
that ACC as an organization supports its use. In addition, an open-ended interview protocol was
used to assess faculty knowledge and awareness using the following research questions:
1. What is the science faculty knowledge and motivation related to employing proven
culturally relevant andragogical practices at ACC?
2. What is the interaction between ACC’s organizational context and culture and science
faculty knowledge and motivation?
Participating Stakeholders
The sample for this study consisted of 28 science faculty members. The target sample
needed to be between eight and 10 faculty members to be considered representative of the
majority of science faculty at ACC. As mentioned previously, this study was conducted during
the COVID-19 global pandemic and, as such, there was a focus on transitioning to online
learning that limited faculty availability to participate in the study. Therefore, there were
challenges in gathering a sufficient number of participants. Nine participants were interviewed.
Table 5 represents interviewees’ demographic profiles.
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Eleven faculty members completed the survey. The demographic profiles of the
participants are represented in the figures below. There was a proportionate amount of full-time
and part-time participants (Figure 2). The majority of survey participants were male (Figure 3).
Survey participants were racially diverse, with the majority self-identified as White and Asian
(Figure 4). Lastly, participants’ ages varied as well, with the majority in the 50 to 54 age range
(Figure 5).
Figure 2
Survey Participants by Faculty Status
5
6
Survey Participants by Faculty Status
Full-Time Part-Time
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Figure 3
Survey Participants by Gender
Figure 4
Survey Participants by Race
4
7
0
1
2
3
4
5
6
7
8
Females Males
Survey Participants by Gender
3
2 4
1
1
Survey Participants by Race
Asian Black / AA White Other Prefer Not to Answer
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Figure 5
Survey Participants by Age
Table 5
Interview Participants’ Demographic Profiles
Pseudonym F/T Race
(Self-Identified)
Total Years Teaching
Adam Part-Time White 10
Barbara Part-Time White 13
Darren Part-Time Black 5
Eric Full-Time Multi-Racial 9
Ethan Part-Time Unknown 22
Ralph Full-Time Black 22
Samantha Full-Time Asian 8
Stella Part-Time Black 5
Steve Full-Time Black 17
Research Question 1: What Is the Science Faculty Knowledge and Motivation Related To
Employing Proven Culturally Relevant Andragogical Practices At ACC?
As part of this study, the researcher wanted to understand the knowledge and
motivational influences on ACC science faculty’s ability to employ proven CRA practices. As
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
30 to 34
35 to 39
50 to 54
55 to 59
60 to 64
65 to 69
Survey Participants by Age
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part of a mixed-methods approach, the researcher used interviews to gauge the degree to which
science faculty are aware of implicit bias as well as CRA. An anonymous online survey was used
to ascertain the level to which ACC science faculty see value and are motivated to incorporate
CRA.
Knowledge Results and Findings
The researcher used data from interviews to analyze assumed metacognitive and
procedural knowledge. The interview questions explored the degree to which participants
possessed foundational knowledge of collaborative learning, experiential learning and SI. An
additional goal of interviewing was to examine whether faculty were aware of how implicit bias
may affect racially minoritized students in STEM. Overall, ACC science faculty possessed some
awareness of implicit bias, and the data suggest they have some knowledge on practices that
support CRA.
Table 6
Results of Implicit Bias Questions Survey (n = 11)
Assumed Influence Results
Percentages Frequency
I believe that some
instructors can have an
unconscious attitude or
stereotype towards some
students that can affect
treatment of student in the
classroom
9.09% neither agree not disagree,
63.64% agree, 27.27% strongly agree
Neither agree nor
disagree (1),
Agree (7),
Strongly Agree
(3)
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Knowledge Influence 1: Faculty Reported Some Awareness of Implicit Bias About Racially
Minoritized Students
Respondents received a definition of implicit bias as presented by Dean and Forray
(2019), and asked to provide their thoughts on the definition and whether they felt implicit bias
exists in the college setting. Based on this definition, the majority of the science faculty
interviewed expressed some awareness of implicit bias and that it can have a detrimental impact
on racially minoritized students, especially within the STEM discipline. Out of the nine
interviewees, 66% believed there as implicit bias, 22% were unsure or were uncomfortable
responding and 11% believed implicit bias did not exist. This belief was further supported in the
survey data where respondents were asked if they believed instructors could have an unconscious
attitude or stereotype toward some students that can affect their treatment of those students. The
data in Table 6 show that 27.27% of faculty strongly agree, 63.64% agree, and 9.09% neither
agree nor disagree with that statement. The interviews conducted bolstered the survey data in
exploring science faculty awareness of implicit bias.
Barbara felt that the likelihood of implicit bias decreases as someone “who is exposed to
diversity, someone who studied education would realize that he or she can hold the bias.” Ethan
noted that “a lot of science faculty are not minority persons. I am sure that there is some, some
type of implicit bias in that kind of relationship.” Samantha provided an example of how faculty
might possess bias when an African American student may ask for an extension on an
assignment. She believed there is a tendency by faculty to believe these students are lying. As
she states, “some instructors are actually practicing this discriminatory teaching style, and they
actually determine grades or, in terms of accommodation, based on their race.” She goes on
further to articulate an example that African American students are seen as always, “asking for
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some kind of extension in the assignments or exams.” Samantha further stated that when an
African American student comes to faculty to ask for an extension, it is important that faculty
realizes that when one student is asking for an extension it does not mean that all students are the
same, “you have to listen to students and understand that everybody is different.”
Steve corroborated the idea of implicit bias toward racially minoritized students in
STEM. He also added he knows this bias exists because of what he has seen as an instructor and
his experiences as a student, “I do not really have to react to it, I have lived it.” He also
acknowledged that even a person from a racially minoritized group can also be guilty of implicit
bias because faculty may not be able to relate where students are coming from and say things
like, “you know, I was able to do it, so, therefore, you should be able to do it.” He also described
another comment that faculty of color might respond with by saying, “you know, when I was in
school, we didn't have this. No one helped us. We had to do this, too, and they didn't slow down
for me.” As such, he agreed that even faculty that represents those from a racially minoritized
population can also be guilty of implicit bias because of, “what you think the students'
experience should be.”
Implicit bias among faculty was also supported by Samantha’s statement highlighting
that some students may initially feel a level of comfort because their science instructor may be
racially or ethnically similar to them. However, faculty from racially minoritized populations can
also be guilty of implicit bias. Samantha articulated that, when a racially minoritized student sees
their instructor is from a racially minoritized population, the student may incorrectly assume the
instructor will understand the student better due to their shared background. Samantha
mentioned, “In the beginning, students feel, ‘Oh, they will understand me.’ This is not the case.
There are many people [who] are totally indifferent. They don't care.”
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Faculty also provided examples of how implicit bias works in conjunction with systemic
bias (Payne et al., 2017) in the educational system as a whole. Samantha described this as “the
things that are in the system [that are] more hidden.” The influence of systemic bias was
chronicled by Ralph as he described schools in the K-12 system, especially those comprised of
racially minoritized students, as not having adequately prepared students in STEM. As such,
“when they get to college and go into STEM, it is very difficult. You don’t have that basic
framework of science.”
The notion that systemic bias feeds into implicit bias was further illustrated in an example
of the institution’s leadership’s lack of support for offering STEM courses for specific
populations. Stella recounted her experience:
If we want to offer courses to a specific population, the first thing I would hear coming
from administrators is, “Oh, they might not want to take that class. I'm not really sure
they're ready for that.” I know where that's coming from. They're in the STEM pathway
at the school, so what do you think they're going to get into? They say, "well they could
do technology.” No, they actually want to become physicians, surgeons, or actual
scientists for CDC, but I get, “No, let's do something different.” I know the populations
that we’re teaching to, and they’re actually almost shocked that we are even going to
teach them.
While the majority of participants demonstrated some awareness of implicit and systemic
bias, two participants felt these either did not exist or were not a significant issue. When asked if
implicit bias exists, Darren said, “No, I do not think so.” Another respondent, Adam, exhibited
discomfort with the question and responded by saying, “I would do my best. I consciously, I
would support them. That is all. That is all I can say.”
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Knowledge Influence 2: Faculty Demonstrated A Foundational Knowledge of Collaborative
Learning, Experiential Learning, and Supplemental Instruction
Interviewees received definitions of collaborative learning, experiential learning, and SI
and were asked if they had implemented these in their classrooms. If they had, they were asked
how they did so. From the nine faculty that were interviewed, 88% expressed a foundational
knowledge of collaborative learning and provided examples. However, 11% articulated an
awareness of collaborative learning but were unable to present an example of how they
incorporated it in their classroom. For experiential learning, 66% of science faculty expressed
awareness of it, 33% were not aware, and 11% expressed some awareness but were unable to
articulate how it was incorporated. While science faculty communicated a rudimentary
awareness of collaborative and experiential learning, the data reflected that SI was different.
Based on the data, 55% incorporated SI into their andragogy, while 33% expressed that they did
but were unable to provide examples, and 11% did not incorporate.
An emerging finding from this study was that collaborative and experiential learning are
utilized by default, as some of the science courses are connected to lab courses. When asked
about employing collaborative learning in her classroom, Samantha mentioned that most of the
lab teaching were taught in a collaborative group environment where, “the instructor teaches the
material, and then the students work in a group of four, which, for almost all labs, is standard
procedure.” In doing so she states, “you have to let the students work in a group environment and
then exchange information and learn from each other.”
From an experiential learning perspective, Ethan offered the fact that, in his experience,
lab classes allow students to participate in experiential learning. However, he noted that
additional opportunities for experiential learning outside of the lab could be valuable, “anatomy
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and physiology and those are classes that have a lab component, so they are, basically, hands-on
kind of classes.” He went on to corroborate that the experiential learning is key to student
success when he states that, “you need that kind of experience to further the knowledge, the
learning, but I think experiences outside of that environment can also be beneficial.”
While 70% of science faculty indicated they held a rudimentary understanding of CRA
practices, not all of them believed they could be applied to the sciences. Further, 22% of faculty
believed culturally relevant instruction can only be applied in some science disciplines. To
illustrate, Darren indicated experiential learning “may not be practical in natural sciences, like in
my course. Like in humanities or other kind of courses, it could work. So, I have never used this
because you know I teach a natural subject.” Ethan substantiated this idea by saying that “the
approach to this kind of pedagogy, especially in the class I'm teaching right now, you know,
might not be the best thing.” He added, “I would rather stick with the classical approach to
learning, which is heavy on memorization and recall.”
Motivation Results and Findings
The survey probed into the motivational influences on implementing CRA. First, the
researcher examined the degree to which science faculty saw value in implementing CRA. If
they saw value in it, the study sought to explore whether faculty have the confidence needed to
implement culturally relevant practices. The data in Table 7 show that 45.45% of ACC science
faculty agreed and 54.55% strongly agreed that they saw value in implementing CRA, but they
had moderate levels of self-efficacy in terms of implementing it (Table 8).
As reflected in Table 8, 36.36% of science faculty agreed and 63.64% strongly agreed
that they were confident in their ability to apply course material to real-life problems, and 9.09%
neither agreed nor disagreed. Also, 27.27% agreed and 63.64% strongly agreed they had the
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ability to utilize collaborative learning while 9.09% neither agreed nor disagreed. Regarding
ability to provide instruction and support outside of the classroom, 9.09% neither agreed nor
disagreed, 54.55% agreed and 36.36% strongly agreed they had this ability. Additionally, the
data indicated that science faculty have internal and external uncontrollable attributions for
students’ success in STEM.
Motivation Influence 1: Majority of Science Faculty See The Value In Implementing
Culturally Relevant Andragogy
As illustrated in Table 7, there was a general consensus where 100% of participants
indicated strong agreement that they were motivated to continuously improving their teaching
style to ensure learning. However, when asked about CRA-aligned practices specifically, the
data suggested something different. The survey reflected that 54.55% of faculty strongly agreed
and 45.45% agreed that CRA practices support students’ academic success. When science
faculty were asked about the utility surrounding specific instructional CRA practices, 36.36%
agreed and 63.64% strongly agreed that they saw value in experiential learning; 9.09%
disagreed, 9.09% neither agreed nor disagreed, 18.18% agreed, 63.64% strongly agreed that they
saw value in collaborative learning, and 36.36% agreed and 63.64% strongly agreed on the
utility of SI.
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Table 7
Results of Motivation (Utility) Survey (n = 11)
Survey Item Results
Percentages Frequency
I am motivated to
continuously improve my
teaching style to ensure
learning.
100% strongly agree Strongly Agree
(11)
Designing learning
activities that provide
students an opportunity to
apply course material to
real-life problems is
critical to STEM learning
36.36% agree, 63.64% strongly agree Agree (4),
Strongly Agree
(7)
Designing learning
activities where students
collaborate on assignments
and projects together is
critical to STEM learning
9.09% disagree, 9.09% neither agree
nor disagree, 18.18% agree, 63.64%
strongly agree
Disagree (1),
Neither agree nor
disagree (1),
Agree (2),
Strongly Agree
(7)
Designing learning
activities where students
are provided instruction
and support outside of the
classroom is critical in
STEM learning.
36.36% agree, 63.64% strongly agree Agree (4),
Strongly Agree
(7)
Equity-minded teaching is
paramount to my
classroom pedagogy
27.27% neither agree nor disagree,
18.18% agree, 54.55% strongly agree
Neither agree nor
disagree (3),
Agree (2),
Strongly Agree
(6)
I am always looking for
new ways to teach science
so that all students can
succeed
9.09% agree, 90.91% strongly agree Agree (1),
Strongly Agree
(10)
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Survey Item Results
Percentages Frequency
I believe that culturally
relevant pedagogy and
practices support a
student’s academic success
(improved grades, class
engagement, completion of
assignments, etc.)
45.45% agree, 54.55% strongly agree Agree (5),
Strongly Agree
(6)
The data were further supported by Darren’s interview response to a question about the
utility of collaborative learning in his class: “I think that's a very good way of learning, when
they discuss. So, I really encourage that kind of approach.” Similarly, Adam mentioned, “That's
one of my strategies, and it works well. I always use it in the class. I ask them as a group to
discuss and then explain it back to me.” Ethan also validated the importance of the collaborative
learning approach because, according to him, the peer approach provides the encouragement that
students need to ensure success, “I think collaborative learning is very important, especially
given that a number of our students come from family backgrounds in which learning was not
encouraged or not supported.” He further stated that he found that, “when my students are
working in group settings and they are working collaboratively, they would get that
encouragement. They would get that little push that gets them going in the right direction.” Steve
also validated the importance of experiential learning where he took his class to a body exhibit at
a museum for an extra credit activity. In this applied learning activity, the students brought their
lab manuals and observed the cadavers. Steve engaged his students and gauged their level of
understanding:
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I am quizzing them throughout the whole exam with them not knowing that I'm quizzing
them. For example, “does anybody know what this muscle is?” That sort of thing. So that
was out of the classroom that would allow for them to understand the material better, and
you always want to relate information to something so that they can understand.
While the data from the interviews indicated that ACC science faculty recognized the
value in implementing CRA, this was also substantiated by the survey data in Table 7 that
suggested that science faculty are continuously looking for ways teach science so that all
students can succeed. Of the participants surveyed, 90.91% of science faculty strongly agreed
and 9.09% agreed that they look for new ways to teach science.
Motivation Influence 2: Science Faculty Expressed Moderate Levels of Self-Efficacy in
Implementing Culturally Relevant Andragogy
As illustrated in Table 8, ACC science faculty overall are fairly confident in their ability
to implement collaborative learning (63.64% Strongly Agree, 27.27% Agree, 9.09% Neither
Agree nor Disagree) and experiential learning (63.64% Strongly Agree and 36.36% Agree).
However, the data suggest that faculty were slightly less confident in their ability to provide SI
and resources (9.09% Neither Agree nor Disagree, 54.55% Agree, and 36.36% Strongly Agree).
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Table 8
Results of Motivation (Self-Efficacy) Survey (n =11)
Assumed Influence Results
Percentages Frequency
I am confident in my
ability to design learning
activities that provide
students an opportunity to
apply course material to
real-life problems
36.36% agree, 63.64% strongly agree Agree (4),
Strongly Agree
(7)
I am confident in my
ability to design learning
activities where students
collaborate on group
assignments and projects.
9.09% neither agree nor disagree,
27.27% agree, 63.64% strongly agree
Neither agree nor
disagree (1),
Agree (3),
Strongly Agree
(7)
I am confident in my
ability to design learning
activities where students
are provided instruction
and support outside of the
classroom
9.09% neither agree nor disagree,
54.55% agree, 36.36% strongly agree
Neither agree nor
disagree (1),
Agree (6),
Strongly Agree
(4)
I am motivated to support
all my students, but
especially URM students
in persisting in my course
36.36% agree, 54.55% strongly agree Neither agree nor
disagree (1),
Agree (4),
Strongly Agree
(6)
Science faculty exhibited high levels of confidence in introducing instructional strategies
like collaborative learning. This was demonstrated when Stella recalled achieving success by
incorporating collaborative learning on body systems in one of her classes, “it wasn't just about
PowerPoint or visual presentation. They literally had to explain everything about the body
system with their entire class, so I did more of a flipped classroom.” In her opinion, she believed
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that this, “allows students to then teach their colleagues about the different methods within
science.”
Ethan also felt very confident in implementing collaborative learning and understood
how it can have a positive impact on student success. He gave an example where a Latinx
student was struggling in his course. Ethan encouraged the student to collaborate with five
classmates. He mentioned, “He was failing at the beginning. And then at the end, by having this
kind of interaction [and] supports, they would study together. You know, encourage each other.”
While faculty reported high levels of confidence in their ability to deliver collaborative
and experiential learning, the data in Table 8 also illustrated that faculty were slightly less
confident in their ability to provide SI. This was evidenced by Darren’s statement that “I've
never applied this, but I want to apply. I want to do it.” Stella also admitted that she could be
more proactive in this area: “I don't know if a student is afraid to ask for help or if they wait until
they need more assistance. So, I think that's an area I need to do better with because I tend to
wait.”
In this study, 55% of science faculty who have provided SI have typically done so by
offering practice tests or providing additional office hours to go over the material. As an
example, Samantha mentioned, “I do have a practice test for the students to take before coming
to my actual exam. I post all practice tests for all chapters before the start on campus.” Ethan
offered the following applications for SI, “Tutoring, guided studies, group work, worksheets, and
homework.” Steve also provided an example of how SI was used in his science course through
open lab opportunities to bolster student learning:
Open lab allows for students to come in. I usually do like a four-hour period, and they
come during that time and access the models. They also receive some guidance and are
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able to ask me questions. It isn’t a teaching session per se, but more or less a self-study
type of deal. However, if they are confused about something, I am there to give them
some support for that. And, the students really appreciate it and I have seen grades go up.
Overall, the data indicated that ACC science faculty possessed strong levels of
confidence in collaborative learning and experiential learning, especially with the use of lab
courses that are often associated with a number of science courses. However, there is limited
confidence in providing SI or varied opportunities for SI.
Additional Knowledge and Motivation Findings
In addition to the knowledge and motivation influences that were validated and partially
validated, additional themes emerged and are significant to the study. One theme was faculty’s
internal and external uncontrollable attributions for students’ ability to perform. This theme also
correlated to an additional theme in that faculty possessed a general deficit mindset related to
ACC students who come from racially minoritized backgrounds. Lastly, there were also data to
suggest that faculty andragogical practices are largely informed both positively and negatively by
their own demographic, cultural and educational experiences.
Additional Influence 1: External Uncontrollable Attributions for Student Performance
The data indicated that science faculty make internal and external uncontrollable
attributions for success in STEM based on students’ background or lack of educational
preparation. This finding is grounded in attribution theory, which focuses on the causality of
students’ success and failure using stability, locus, and control as causal dimensions (Weiner,
1985). How a student perceives reasons for failure has implications for their motivation as well
as their persistence and success. As such, there are implications for faculty in understanding the
reasons for their academic performance and in inadvertently communicating judgement about
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their ability or inability to succeed without taking into account structural power or system
barriers (Anderman & Midgley, 1990; Nagasawa, 2020). For example, an instructor can attribute
student outcomes to a student’s characteristics as opposed to factors such as the quality of
instruction or educational environment (Wieman & Welsh, 2016). Research suggests that there is
a relationship between faculty instructional practices in math and science and their attributions
regarding what limits student learning (Wieman & Welsh, 2016).
While science faculty weren’t specifically asked about what they believed contributed to
student success, faculty mentioned attributions regarding what they believed prevented ACC
students from racially minoritized backgrounds from being successful, especially within STEM.
Faculty referred to students’ level of performance being predicted by their educational
backgrounds or their family backgrounds that may not place a high value for education.
Specifically, some of these factors were insufficient K-12 preparation, family support, and an
overall lack of motivation. However, what did not emerge from the interviews were if faculty
made internal and controllable attributions to whether their own instructional practices had a
critical role to play in supporting students’ level of performance. Stella provided an example of
these attributions: “We are teaching advanced level to those students without having any
foundation.” This was further detailed by Ethan as he described the students’ “disadvantaged
backgrounds especially in an educational point of view” and its effect on their success:
Because a lot of minority students come from backgrounds which tend not to be
supportive of students, you know, going into these fields. They come underprepared and
with wrong expectations, and that's the result we end up with. We end up with bad
results. Again, science is something that builds on itself. You can't just all of a sudden
say, “Well, I want to be a scientist today,” or “I'm going to have the foundation or the
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knowledge, and I'm going to succeed.” It's something that builds on itself and it takes
time. It takes effort, and it takes energy. It's a long-term investment. And, if you don't put
that kind of effort or energy and resources into it, chances are the students won't succeed.
Adam also addressed challenges as he presented the issue preventing students from being
successful as a lack of motivation and unwillingness to learn when he described what he felt is
the most challenging part of being a science instructor, “the most challenging part is the student
when they don't pay attention or they don't want to learn. I do my best, even with simple
language to explain terminology in the class, and, still, they're not paying attention.” As such, it
is his opinion that because they are not paying attention they are not interested and, “they cannot
be bothered with it.”
Eric further buttressed the position that some students are not adequately prepared to
manage the rigor of science discipline due to their lack of preparedness in the K-12 system. He
states that, “working at the community college really gave me insight into understanding how
deficient some of our students are coming out of the LAUSD schools. You know they're not at
college-level math with regard to their understanding of biology.” Due to this lack of preparation
in the natural sciences, “they just aren't prepared to take on some of the rigors and some of those
disciplines or academic paths.”
Based on the data, science faculty were making external and uncontrollable attributions
for student performance. This was evidenced in examples indicating attributions to students’
family background, insufficient K-12 preparation, and lack of support and encouragement in the
student’s home. However, science faculty did not express internal controllable attributions to
their practices as a predictor to student success. As such, this type of thinking can contribute to
poor student self-efficacy and stereotype threat. Moreover, utilizing the lens of attribution theory,
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making external uncontrollable attributions does not lead to individual behavior changes in
faculty and the level of instruction that is provided.
Additional Influence 2: Science Faculty Possessed a General Deficit Mindset Towards
Students
In addition to the uncontrollable attributions, 55% of ACC science faculty presented
varying degrees of a deficit mindset. The dominant thought process in higher education is to
apply a deficit mindset that focuses on students’ inadequacies and characteristics that hinder their
success and thereby puts higher education faculty in a place of privilege without responsibility
for critically examining their educational practices (Smit, 2012). Further, the deficit mindset
perpetrates a limited point of view for what is considered “successful” or “normal” based on
cultural references and emphasizes educators’ culture that is superior to that of students
(Nagasawa, 2020). A deficit mindset is particularly prevalent among faculty when referencing
economically disadvantaged and historically minoritized students (Valencia, 1997). As a result,
this has an impact on pedagogical and andragogical practices as well as policy because they do
not feel that racially minoritized students are able to succeed academically, which results in low
expectations for students (Valencia, 1997; Nagasawa, 2020).
For example, Barbara intimated that, while new approaches to learning are gaining
traction in higher education, most students are accustomed to lecture-style, rote learning, and, as
such, “it does not seem like it is so easy to implement student-centered learning.” Darren also felt
that students’ backgrounds do not adequately prepare for the sciences, which makes it harder to
teach them: “some students don't have a good background in math or physics or chemistry, so
you have to explain to them from scratch, so it needs follow-up.” This was also discussed with
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respect to students’ ability to conceptualize and synthesize college-level readings when
Samantha revealed “their background is not sufficient to understand the college-level books.”
Samantha also added that, in her experience, it is very hard to teach the foundations of
science while also teaching new material due to the fact that students are not sufficiently
equipped. She stated, “They don't have a good foundation in science subjects, and that makes it
very difficult for us to have it make sense to the people who do not have a basic understanding.”
As reflected in her statement, her belief was that students cannot handle the rigor of
microbiology at the college level, especially when it is built within a 16-week course schedule:
This doesn't allow us to teach something they don't know, so you cannot do two things. In
my opinion, in my practice, you can’t teach foundation as well as the new information,
which is the information that they're supposed to learn in the class where they enrolled.
Whether faculty were aware of it or not, the data suggests that there were various degrees
of a general deficit mindset for why students were unable to succeed and thrive in school. The
data also indicated that the deficit mindset was not limited to a particular demographic faculty
group. As such, those that identify from a racially minoritized background also possessed a
deficit mindset towards students, particularly racially minoritized students.
Additional Influence 3: Instructional Practices Are Informed by Their Own Educational
Experience
The data suggest that faculty demographics and cultural and educational experiences
undergird their instructional or andragogical practices. This was evident in discussions with
African American faculty and women of color whose positive and negative educational
experiences provided a framework for their andragogy as well as how they interacted with
students. According to interview data, a positive experience in their background helped to model
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how they interacted with students, especially those from racially minoritized backgrounds. In
addition, negative experiences pertained to behavior they did not want to emulate.
Stella highlighted her experience as an African American woman in the sciences and how
the lack of representation also helped inform her andragogy. She stated that “I had to take several
sciences for over three to four years of my education.” As an African American woman, she
articulated the importance of representation and understanding the feeling of what it was like not
to have someone who looked like her to help, “I knew what it was like to not have someone look
like me to break down sciences so that it won't feel like it's too challenging for them.” As such,
Stella takes a highly empathetic approach with students who are struggling in her course by
providing encouragement. She highlighted the importance of students, “feeling comfortable with
you and they understand you're not there to trick them. You are there to show them different
ways. ” Doing this allows her, “to personalize my experience within the classroom but still stay
within the curriculum.”
Steve recalled a personal story of role models in some of his science courses, especially
in his biology course, “That sort of set me on the path because I knew at that point I could do it
and that I understood it.” Over time, his self-efficacy grew as he continued to receive
encouragement from mentors. As he stated, “I guess we would call that a self-efficacy or
something like that. Yes, knowing that I can actually be competent in that area and be an African
American. That was a big deal.” As such, he was continuously motivated to see other students,
especially those from racially minoritized backgrounds, excel within the sciences. As a result, he
said, “What I get out of it is just science literacy increases in the population, and that's important
for me.”
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Eric also commented on the importance of seeing professionals that were of a similar
background that were empathetic but also strived for excellence in their students. Eric stated it
was impactful to “go into a classroom and see professionals and professors that looked like me,
spoke like I spoke, and understood where I was coming from and understood my challenges and
we're empathetic but we're not enablers.” This representation had an impact on him such that he
could have an impact on others in the same way.
Samantha described her experience as a woman of color whose K-12 education took
place in another country and who studied at a university in the United States. She faced
discrimination in the science major. She recalled her experience with science faculty grading
practices: “Some instructors actually discriminate in terms of grading, which they openly do.
Grading is the part that they hold us down a lot and make it difficult in terms of getting through
the through the semesters.” Her teaching philosophy is tied to her experiences as a woman of
color because she recognized that she teaches in a diverse environment and incorporated various
ways of introducing content and interacting with students. She mentioned, “I do apply multiple
methods in order to achieve my philosophy in teaching. So, for example, I do not rely on
PowerPoint-based lectures. I actually write out everything on the board.” Samantha also stated
that, “I make flowcharts, I summarize, I ask question, and I share information from my student
life as well as current, and I accommodate students of all types.”
Data demonstrated that faculty who were raised and educated in different countries
possessed a different outlook on topics such as implicit bias and systemic racism. This belief was
also informed in how they taught students, especially those from racially minoritized
backgrounds. To illustrate, Darren, who was raised and educated outside of the United States, did
not believe implicit bias exists. His educational experience may have framed his approach with
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students in STEM, as evidenced by his earlier statement, “you have to explain it to them from
scratch, so it needs follow-up. So, that's the challenge, you have to know how to teach them. It
has to be interesting. You know, the students should be attracted to it.”
Barbara was also educated in another country. Her interview responses suggested that her
background largely dictated how she approached student learning insofar as wanting students to
find the answers on their own. She outlined her educational experiences by stating:
My education is slightly different than education here in America in the way that we were
not provided with the details. How are we supposed to learn what we're supposed to
learn? How we are going to go through the specific book? A book could be two-inches or
one-inch thick. And, we were just given the book. There were lectures, and every
professor would just talk about the topic, and students would just make the best of it and
try to make the best notes they could. They were given the book, and there was an exam,
which was often an oral exam. So, we never knew actually what we would be asked. So,
the point of that was that a person who reads and understands on their own deeply will
figure out the answer.
When asked about incorporating collaborative learning approaches, she mentioned, “I
tried to apply them in my class, and I have applied, and it seems like students who grew up in
America enjoy it.” She further mentioned that, while most students enjoy this type of learning, “I
have heard from a few students that would prefer to work alone, and I understand that because
that's the way I worked previously.” The concept of students coming up with their own answers
was also highlighted as part of her teaching philosophy. While there are other trends that may
encourage more active learning approaches, she preferred that the students solve problems on
their own:
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In spite of the new trend of giving examples and showing hands-on solutions to students,
I would say I prefer students to figure it out. I like when students come to the conclusion
by themselves, find their way [as to] how a specific problem could be solved, how to
help, and how to understand it properly before they actually start asking questions. I like
when they spend some time researching by themselves to figure it out on their own.
Then, they can ask questions.
Research Question 2: What Is the Interaction Between ACC’s Organizational Context and
Culture And Science Faculty Knowledge and Motivation?
The purpose of this study was to understand the knowledge, motivation and
organizational influences relevant to implementing CRA practices at ACC to increase racially
minoritized students’ success. To that end, it was important to understand the interaction
between the organizational context and culture and the science faculty members’ knowledge and
motivation. To assess how the organization supports or hinders faculty capacity, the survey and
interview data were analyzed. On the survey, respondents were asked about their perceptions of
ACC and its commitment to equity-minded teaching, culturally relevant instruction, and
professional development (Table 9).
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Table 9
Results of Organizational Influences from Survey (n = 11)
Assumed Influence Results
Percentages Frequency
ACC ensures that faculty
is aware of the importance
of culturally relevant
pedagogy.
18.18% strongly disagree, 27.27%
neither agree nor disagree, 27.27%
agree, 27.27% strongly agree
Strongly Disagree (2),
Neither agree nor
disagree (3), Agree (3),
Strongly Agree (3)
ACC is committed to
supporting faculty with
training on different types
of instructional strategies
to incorporate in the
classroom.
18.18% disagree, 18.18% neither
agree nor disagree, 27.27% agree,
36.36% strongly agree
Disagree (2), Neither
agree nor disagree (2),
Agree (3), Strongly
Agree (4)
Student equity is a key
focus for ACC as an
institution.
9.09% disagree, 36.36%
Agree, 54.55% strongly agree
Disagree (1), Agree (4),
Strongly Agree (6)
ACC provides an adequate
level of institutional
support for me to
incorporate a variety of
instructional strategies.
9.09% strongly disagree, 9.09
disagree, 18.18% neither agree nor
disagree, 18.18% agree, 45.45%
strongly agree
Strongly Disagree (1),
Disagree (1), Neither
agree nor disagree (2),
Agree (2), Strongly
Agree (5)
ACC provides
opportunities for
professional development
on culturally relevant
pedagogical strategies
such as collaborative
learning, experiential
learning, supplemental
instruction, among others.
18.18% disagree, 27.27% neither
agree nor disagree, 18.18% agree,
36.36% strongly agree
Disagree (2), Neither
agree nor disagree (3),
Agree (2), Strongly
Agree (4)
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Organizational Influence 1: There Is Individual Support for Culturally Relevant
Andragogy But Lack of Confidence in Collective Support
The survey data showed that more than half of participants believed that equity-minded
teaching is paramount in their classroom (Table 7). As such, they were in general agreement that
culturally relevant teaching should be incorporated into the classroom. Interview responses
corroborated the survey findings. For example, Adam stated, “I feel very good. I wish it works,
and I believe it will.” Ralph also felt it was being done already: “I think most of our classrooms
do it. It is what it is, comes with the territory. Yeah, especially the students we teach.” Barbara
further posited that students would enjoy this approach to learning: “I think it just might be
enjoyable for students. I think they will enjoy working with each other. There is space for them
to figure out the science world and how to solve the problems.”
While most faculty agreed that CRA would be helpful to students, there were concerns
regarding whether faculty would be on board with this concept due to their right to academic
freedom. Academic freedom is grounded in the notion that, among other things, faculty can
design their curriculum, content, and instruction without external interference, and the right to
this freedom is supported by shared governance and tenure (American Federation of Teachers,
2020). As Steve mentioned, “I don't have a problem with it because a lot of that stuff I already
do. But, as far as a department-wide thing, it's a little more tough, and I'm going to be honest
with you.” He also goes on to say that, “it is why we have this thing in higher education that you
know about: academic freedom.”
Barbara also thought implementing CRA might be challenging: “The only thing is that it
might be a little bit rough in the beginning because there'll be an issue with, of course, whether
everybody's on the same page.” In light of academic freedom, Samantha stated it is important to
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“have everyone on board [because] it will actually help these students’ success if they do.” To
aid in the implementation of CRA, Steve suggested that the department present data on student
success in the science department and make the case for implementing culturally relevant
instruction. He articulated,
What needs to happen is you should have a department meeting with everybody.
Hopefully, you can get the adjuncts in that meeting, and you say, “Hey, our students are
suffering. We need to institute some of these practices that are being proven to increase
the outcomes of minority students in science.” And, with that, then we don't bring
academic freedom into it.
There is a belief among some faculty that most science faculty will support and adopt
instructional practices that support CRA, however, there is an unreadiness as to whether this can
be fully adopted due to academic freedom. Faculty felt that if this should be adopted at scale, it
will require that data be presented to articulate the reason why CRA is important to implement.
Organizational Influence 2: Equity Is a Priority for ACC But Need Greater Awareness of
Culturally Relevant Instruction
For faculty to have a commitment to using instructional practices such as CRA, it will
require more than having the knowledge and the motivation to utilize CRA at scale. ACC as an
organization must have a commitment to equity to cultivate an equity-mindset amongst science
faculty. In Table 9, when asked if student equity was a key focus for ACC as an institution,
9.09% of participants disagreed, while 36.36% agreed and 54.55% strongly agreed. Further,
when asked if ACC ensure that faculty is aware of the importance of culturally relevant
instruction, 18.18% strongly disagreed, 27.27% neither agreed nor disagreed, 27.27% agreed,
and 27.27% strongly agreed. While the majority of science faculty believe that equity is a focus
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for ACC as an institution, 18.18% strongly disagreed and 27.27% neither agreed nor disagreed,
that ACC should do more to emphasize the importance of culturally relevant instruction.
Organizational Influence 3: Faculty Need To Be Supported with Resources
While almost half of the science faculty surveyed believe that ACC could create more
awareness of culturally relevant instruction, the 63% of science faculty believes that the
institution is committed to supporting faculty with training on different types of instructional
strategies in the classroom. However, while faculty agreed that there is a commitment to
supporting faculty with instruction, they also felt that ACC should do more to increase faculty
support and provide the resources for them to execute their instruction effectively. Without
respect and support, implementation efforts may fail. There was also a correlation between this
influence and faculty’s perceptions of ACC support through professional development. When
asked if ACC provides professional development on practices that support CRA (Table 9),
18.18% of participants disagreed, 27.27% neither agreed nor disagreed, 18.18% agreed, and
36.36% strongly agreed. The data suggest that faculty do not feel they receive adequate resources
and professional development to do their job effectively.
Additional Organization Findings
In addition to the organization influences delineated to determine how ACC supports or
hinders faculty capacity, an additional theme also emerged as part of this study. Science faculty
reported that with the recent opening of the new science building at ACC, they not only feel that
they are equipped with the physical resources to their job, but it also demonstrated the
institution’s commitment to STEM.
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Additional Influence 1: New Building Supports ACC’s Commitment to STEM
While some participants mentioned not feeling adequately supported to do their job well,
there was consensus that equity is a priority for the institution. As mentioned previously, when
asked whether student equity was a key focus for ACC as an institution, more than half of
respondents strongly agreed (54.55%), 36.36% agreed, and 9.09% disagreed. The commitment to
equity was also reflected in the new science building. Prior to the construction of the new
building, temporary bungalows known as the “academic village” (pseudonym) housed a majority
of the science classes. As such, science faculty were consistently challenged with providing
effective instruction to students and ensuring sufficient availability of lab resources. As Steve
said, “the whole equity bit is real,” and, “if we hadn't gotten a new building, we'd still be
suffering in that area.” However, he acknowledged the positive changes in the science
department now that the science building was in use:
With the new building that we're in now, we have tons of materials for the students, and
that's something I'm very excited about because now we can really start to give students
sort of like a space where they can go in a learning center for science, where they can go
in and find a microscope or some slides or some models, and be able to spend that extra
time away from lab and not compete with the labs that are in session.
Samantha also acknowledged the importance of up-to-date equipment and technology and the
impact it has on teaching STEM classes now that they have, “all cutting-edge technology. So, we
have been best classrooms, best equipment, best computer, everything best, but equipment and
technology is important when you teach STEM classes.” This point was further buttressed when
she expressed that, “even though you have great material, if you have great knowledge, you are
still dependent on equipment and tools that you need.”
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While faculty may have the knowledge and motivation to teach students so they can be
successful, faculty require appropriate resources for effective instruction. The construction of the
school of science building highlights the importance of providing faculty the resources they
need. Providing a space along with the resources for science faculty to do their job demonstrates
a commitment from ACC to cultivate the next generation of STEM professionals, ensures greater
faculty satisfaction with a healthy work environment, and allows students the space to thrive in
the sciences.
Findings from Document Analysis
Faculty syllabi were examined to triangulate the survey and interview data. A syllabus is
part of introducing students to the course and communicates the content, logistics, deadlines, and
grading criteria as well as provides a first look at the instructor (Richmond et al., 2014). Syllabi
review serves to assess a course’s instructional purpose (Stanny et al., 2014). In reviewing the
syllabi, the researcher sought to ascertain the degree to which science faculty utilize CRA and
how the document analysis findings compare to survey and interview data analysis. Additionally,
syllabi were reviewed to understand policies and procedures that might impede racially
minoritized students’ success.
Basic Information on Syllabi
A review of syllabi revealed inconsistencies in the information presented to students.
Faculty had standard templates that included basic information about the course and
assignments. Syllabi content typically included contact information, grading scales, assignments,
and college policies on attendance, withdrawal, cell phone use, and services/accommodations for
disabled students. However, syllabi rarely included information on resources and assistance that
may support students' success in the class and encourage a positive class climate. Examples of
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supports could be strategies for success in the course, tutoring services, resources for extra hand-
outs or e-Learning opportunities (Stanny et al., 2014).
The data gathered from the syllabi also align with the survey responses referenced in
Table 8. The evidence indicated that only 36.36% of faculty strongly agreed, 54.55% agreed, and
9.09% neither agreed nor disagreed that they are confident in their ability to provide instruction
and support outside of the classroom. The data indicate there is a gap in participants’ ability to
provide students the resources to aid in their success in the course.
The Concept of Subjective Evaluation
A theme that emerged from the analysis presented below was the inclusion of “subjective
evaluation” in the grading rubric. With the exception of one syllabus, subjective evaluation was
not clearly defined. In one syllabus, the phrase was defined as points that could be awarded on
“case to case basis.” Further, one interview participant articulated, “subjective points will reflect
class participation, lecture behavior (cell phone use, disruptions of any kind, level of respect for
others in the class, how long you stay in lecture, etc.), cheating/plagiarism.” As illustrated in
Table 10, subjective evaluation accounted for 4% (50 points) of the overall grade, which was
standard among the syllabi that included subjective evaluation. While this may be a standard
practice, it could be perceived as problematic when faculty inadvertently engage in biased
behavior towards racially minoritized students. Research posits that unconscious bias can
disproportionately influence classroom interactions, promote feelings of stereotype threat, and
stymie the efforts of racially minoritized STEM students (Killpack & Melon, 2017).
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Table 10
Rubric Example from Syllabus Review
Component Points Overall
8 Quizzes @ 25 points each 200 points
3 Practicums @ 50 point each 150 points
Project 50 points
Subjective Evaluation 50 points
Final 100 points
Lab Total 550 points
Lecture Total 600 points
Course Total 1150 points
Summary
This chapter outlined the results and findings obtained through survey and interview data
analysis with the goal of validating the identified KMO influences. The data revealed some
participants were aware of implicit bias, but some believed implicit bias does not exist. These
faculty members have a degree of awareness of CRA, but not all have infused it into their
curriculum.
The data analysis partially validated the idea that some faculty recognized the value of
implementing CRA practices. A majority of the faculty incorporated collaborative and
experiential learning through lab classes. However, some would prefer rote learning instruction
that is generally expected in STEM classes. The results indicate that faculty are not familiar with
all the ways that SI can be incorporated into their course. A new influence also emerged that
reflected that participants had internal and external uncontrollable attributions regarding student
performance. Additional influences also emerged in that science faculty possessed a general
deficit mindset about students’ ability to learn. Moreover, they need to consider how their
andragogy may be informed by their personal journeys and educational experiences.
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As an organization, ACC has a commitment to equity, but the data suggest faculty need
to feel supported and respected, and they need appropriate resources to do their job. The data
were then triangulated through a review of faculty syllabi to provide insight into instructional
practices that can corroborate the use of CRA and to understand policies or practices that may be
a hinderance for racially minoritized students. To address the gaps identified, Chapter Five will
provide a detailed overview of recommendations for practice to achieve the ACC goal of
increasing racially minoritized students’ science course success rates by 20%.
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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
In Chapter One, the study is framed around the problem of the lack of racially minorized
students’ persistence and success in STEM. With these students making up the majority of
enrollment in community colleges, these institutions will play a major role in the development of
the next STEM professionals. In Chapter One, the organization, stakeholders, and their goals
were provided as well as an introduction of the research questions and conceptual framework
that guided this study. In Chapter Two, a robust review of relevant literature that informs this
study is outlined. The chapter also outlined Clark and Estes’ (2008) KMO influences framework
informed by CRT. Chapter Three provided the research design, methodology, and
instrumentation that was used to guide this explanatory sequential mixed-methods study. In
Chapter Four, full data analysis was provided, including triangulated data from surveys,
interviews, and syllabi. Organized by the KMO influences that emerged as either gaps or needs,
the final chapter of this study, Chapter Five, will provide recommendations and an evaluation
protocol informed by The New World Kirkpatrick Model to ensure the successful
implementation and sustainability of CRA to be effective in the ACC science department.
Finally, the chapter closes with the limitations of the study as well as recommendations for future
research.
Research Question 3: What Are the Recommendations for Organizational Practice for
ACC in the Areas of Knowledge, Motivation, and Organizational Resources?
This chapter outlines the recommendations for practice to address the KMO influences
that informed this study. For the knowledge influences, two gaps were identified. The
metacognitive influence was partially validated as a gap, as science faculty may not be aware of
some of the cultural biases they bring into the classroom that could hinder racially minoritized
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students’ persistence in STEM. The procedural influence was also partially validated as a gap:
science faculty need to be able to implement the practices related to collaborative learning,
experiential learning, and SI.
In analyzing the motivational influences, the majority of the faculty expressed value in
implementing collaborative learning, experiential learning, and SI. In the previous chapter, Table
7 reflected that 45.45% of ACC science faculty agreed and 54.55% strongly agreed that they saw
value in implementing CRA but possessed moderate levels of self-efficacy in doing so.
Therefore, utility value was categorized as a partial gap.
ACC science faculty possessed moderate levels of confidence in their ability to
implement collaborative learning (63.64% Strongly Agree and 27.27% Agree, 9.09% Neither
Agree nor Disagree) and experiential learning (63.64% Strongly Agree and 36.36% Agree). The
data indicated that faculty were slightly less confident in their ability to provide SI and resources
(9.09% neither agree nor disagree, 54.55% agree, and 36.36% strongly agree). Therefore, the
motivational influence of self-efficacy was categorized as a gap.
Additional knowledge and motivational influences emerged in this study. First, faculty
made external and uncontrollable attributions for student performance. Additionally, data science
faculty possessed a general deficit mindset, and, their andragogy may be negatively informed by
their individual journeys and educational experiences.
Four organizational influences emerged as a result of this study. The data indicated that
there is individual support for CRA, but there is a lack of confidence in collective support. This
was supported by the survey data in that 18.18% strongly disagreed and 27.27% neither agreed
nor disagreed that ACC should do more to highlight the importance of culturally relevant
instruction in increased student success among racially minoritized students.
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Additionally, science faculty felt that ACC, as an institution, generally holds student
equity as a key focus for racially minoritized students in STEM, as indicated by 9.09% who
disagreed, 36.46% agreed, and 54.55% who strongly agreed. It was also discovered that science
faculty need to feel supported by the appropriate resources to facilitate effective instruction. The
findings in Table 8 also indicated that science faculty communicated a desire for additional
professional development opportunities on effective instructional practices particularly with
racially minoritized students, as reflected in the data: 18.18% disagreed, 27.27% neither agreed
nor disagreed, 18.18% agreed, and 36.36% strongly agreed. Lastly, as an additional finding, the
research unearthed that faculty felt that the erection of the new science building demonstrated
ACC’s commitment to STEM.
Knowledge Recommendations
The knowledge influences and recommendations listed in Table 11 represent the assumed
metacognitive and procedural influences that were identified at the beginning of this study and
represent the degree to which these influences have been validated or not. These knowledge
influences are grounded in the literature review as well as the KMO framework by Clark and
Estes (2008). Table 1 shows the knowledge influences, principles, and context-specific
recommendations for addressing the validated gap for science faculty for each of the influences
by knowledge type and associated methods to assess them.
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Table 11
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Principle and Citation Context-Specific Recommendation
Science faculty may not be
aware of some of the
cultural biases that they
bring into the classroom
that could hinder racially
minoritized students’
persistence in STEM (M)
Modeling to-be-learned
strategies or behaviors
improves self-efficacy,
learning, and performance
(Denler et al., 2006).
Teach learners strategies to
manage their
motivation, time, learning
strategies, control
their physical and social
environment, and
monitor their performance
(Dembo & Eaton, 2000).
Provide opportunities for
learners to check their
progress and adjust their
learning strategies as needed
(Denler et al., 2006).
Provide training for science faculty
on implicit biases and
microaggressions as well as
implementation strategies such as
culturally relevant andragogy to
address their own biases that hinder
racially minoritized students in their
classrooms.
Incorporate observation of scenarios
and practice using the strategies
taught in practical situations in the
training.
Science faculty need to be
able to implement the
practices related to
collaborative learning,
experiential learning, and
supplemental instruction
(P)
Learning and motivation are
enhanced when learners set
goals, monitor their
performance and evaluate
their progress towards
achieving their goals.
(Ambrose et al., 2010;
Meyer, 2011)
Provide peer collaboration
and discussion where
learners can discuss their
strategies and processes
related to the learning task.
Create opportunities for faculty to
engage in peer-facilitated education
through professional learning
communities (PLCs) to discuss high-
impact practices in the areas of
collaborative learning, experiential
learning and supplemental instruction
to foster a more culturally relevant
classroom environment to increase
STEM success.
Creating Science Faculty Awareness of Cultural Biases
The results and findings of this study revealed that ACC science faculty need to increase
their metacognitive awareness of the cultural biases they project towards racially minoritized
students. Social cognitive theory was chosen to address this knowledge gap, as it highlights that
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self-efficacy is influenced by a person’s specific capabilities and other individual and
environmental factors (Bandura, 1997). Denler and colleagues (2006) posited that modeling to-
be-learned strategies or behaviors improves self-efficacy, learning, and performance. In addition,
participants must have opportunities to check their progress and adjust their learning strategies as
needed (Denler et al., 2006). Increased awareness of biases they may bring into the classroom
will help faculty understand the importance of incorporating CRA. Thus, it is the
recommendation that ACC create a sustainable and ongoing professional development program
for science faculty on desirable practices to avoid cultural biases and to implement CRA to
address biases that hinder racially minoritized students. To maximize the efficacy of the training,
it will be helpful to incorporate observation of scenarios and practice using the strategies taught
in practical situations in the training.
Drawing upon the tenets of CRT, it is important for faculty to know how race, racism,
and the structures of oppression present themselves in the classroom (Hayes & Juarez, 2012).
This can be addressed through training on implicit bias as well as culturally responsive teaching
strategies. Moving beyond the theoretical framework, faculty need to feel efficacious in their
efforts for culturally responsive teaching to be successful as praxis (Fitchett et al., 2012).
Gormally et al. (2014), asserted that “providing faculty with formative teaching feedback may be
the single most underappreciated factor in enhancing science education reform efforts” (p. 188).
This feedback can take place through observation of scenarios and practical training applications.
Providing feedback can serve to support faculty members’ metacognition (Mulnix, 2016)
regarding bias and culturally responsive teaching. For deep, transformative learning to occur,
science faculty must build their factual knowledge through professional development activities
and link that knowledge to experience (Mulnix, 2016).
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Supporting Faculty to Implement Best Practices in Culturally Relevant Andragogy
To increase STEM success among racially minoritized students, ACC science faculty
must increase their procedural knowledge of culturally relevant instructional practices. A
solution grounded in metacognitive theory will address this knowledge gap, as it will help
faculty understand how individuals can actively guide and govern their thought processes. To
that end, learning and motivation are intensified when learners set goals, track their performance,
and evaluate their progress in furtherance of their goals (Ambrose et al., 2010; Mayer, 2011).
Increasing faculty knowledge of culturally relevant instructional practices like collaborative
learning, experiential learning, and SI increases the likelihood that racially minoritized students
will persist in STEM. As such, it will be essential for ACC science faculty to engage in peer-
facilitated education through professional learning communities (PLCs) to discuss HIPs in these
instructional practices to foster a more culturally relevant classroom environment. PLCs provide
ongoing dialogue and understanding of culturally relevant instruction as an extension of
professional development training.
Recent research affirms that the primary reason students do not persist in STEM is related
to poor instruction (Henderson et al., 2011). To encourage persistence in STEM, engaging
science faculty on a continuous and sustainable basis through PLCs increases the likelihood of
change toward effective STEM andragogy (Kezar et al., 2017). According to Austin (2011), for
PLCs’ success depends partly on ensuring science faculty have an opportunity “to interact with
others as they explore new assumptions and try out new approaches to teaching…in an
environment that simultaneously provides challenge and support” (p. 13). Studies have shown
that science faculty who have participated in PLCs using evidence-based instructional practices,
were more likely to adopt student-centric teaching strategies (Tomkin et al., 2019).
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Motivation Recommendations
The motivational influences and recommendations listed in Table 12 represent the
influences grounded in utility value and self-efficacy that were identified at the onset of this
study and illustrate the degree to which these influences were validated as gaps or not. These
motivational influences are established within the literature review as well as the KMO
framework (Clark & Estes, 2008). Table 12 shows the motivational influences, principle, and
context-specific recommendation for addressing the validated gap for science faculty for each of
the influences by motivation type and associated methods to address them.
Table 12
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Principle and Citation Context-Specific Recommendation
Science faculty need to
recognize the value for
implementing
culturally relevant
andragogical practices
of collaborative
learning, experiential
learning and
supplemental
instruction to increase
racially minoritized
student success (UV)
Rationales that include a
discussion of the
importance and utility value
of the work or learning can
help learners develop
positive values (Eccles,
2006; Pintrich, 2003).
Learning and motivation are
enhanced if the learner
values the task (Eccles,
2006).
Provide data-informed professional
development to science faculty using
institutional data and student narratives to
articulate the “why” in incorporating
culturally relevant andragogy.
Science faculty need to
feel confident in their
ability to implement
collaborative learning,
experiential learning,
and supplemental
instruction (SE)
Provide instructional
support (scaffolding) early
on, build in multiple
opportunities for practice
and gradually remove
supports (Pajares, 2006).
Feedback and modeling
increases self-efficacy
(Pajares, 2006).
Provide professional development on
collaborative learning, experiential learning
and supplemental instruction that includes job
aids with practical applications on how to
incorporate thereby helping to move away
from theory into practice.
Incorporate peer evaluation among science
faculty to increase self-efficacy in the
application of innovative instructional
strategies.
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Reinforcing the Value of Implementing Culturally Relevant Andragogy
As highlighted previously, 45.45% of ACC science faculty agreed and 54.55% strongly
agreed that they saw value in implementing CRA but possessed moderate levels of self-efficacy
in doing so. Therefore, utility value was categorized as a partial gap. The solution to address the
gap in seeing value in implementing CRA is grounded in expectancy value theory, which states
that learning and motivation are enhanced if the learner deems there is value in the task (Eccles,
2006). Presenting rationales on the importance and utility of the work or learning can help
individuals develop positive values (Eccles, 2006; Pintrich, 2003). While science faculty at ACC
may possess a broad awareness of the STEM achievement gap affecting racially minoritized
students, they may not be cognizant of the STEM achievement gap as it pertains to ACC.
As a result, science faculty may not see the value of incorporating CRA. As such, it is the
recommendation that, as part of their yearly mandatory professional development requirement,
they participate in data-informed training using disaggregated institutional data as well as student
narratives to articulate the “why” in incorporating CRA. This training should be administered
when most full-time and part-time faculty are likely to be present: department meetings, faculty
retreats, and other venues where faculty convene.
Professional development is an essential part of faculty growth, and, as such, faculty must
be fully prepared and engaged to address the shifts in higher education and instructional
strategies that promote student success (McKee & Tew, 2013). As hypothesized in expectancy
value theory, for an individual to be motivated to complete a task, they must find value in it
(Eccles, 2006). Using institutional data for professional learning (Jimerson, 2016) and
incorporating student narratives on positive and negative classroom experiences, science faculty
can begin to make connections, through an equity lens, among the data, instructional strategies,
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and improved success for all students. Reticulating the connection to ACC STEM students and
faculty instruction, can motivate faculty to take an introspective approach to adopting CRA.
Increasing Faculty Confidence in Their Ability To Implement Culturally Relevant Andragogy
ACC science faculty must feel that they are competent in implementing CRA. When
implementing CRA, feedback and modeling will increase self-efficacy (Pajares, 2006). To build
self-efficacy, faculty must receive instructional support in the form of scaffolding early on and
build in multiple practice opportunities to gradually remove supports (Pajares, 2006). To
accomplish this, it is recommended that ACC provide science faculty professional development
on collaborative learning, experiential learning, and SI. To support the training, a job aid in the
form of one-sheets, videos, or other forms of reference should be provided on practical
applications to incorporate CRA, thereby moving from theory into practice. To further bolster
the learning of science faculty, peer evaluation will increase self-efficacy in the application of
innovative instructional strategies. Faculty members will observe each other and critically
evaluate instruction without any affiliation to evaluation.
According to Clark and Estes (2008), one’s performance is primarily guided by one’s
beliefs about one’s self, and if one feels positively about one’s capabilities, one will be more
motivated and successful than those who lack confidence in their abilities. For CRA
implementation to be successful, it will be critical for faculty to feel efficacious in their ability to
implement it and to believe this type of instruction is beneficial to students (Siwatu, 2007).
Furthermore, Bandura affirms individuals will be able to apply the learned skills when they
develop a solid sense of self-efficacy (Bandura, 1997).
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Table 13
Summary of Additional Knowledge and Motivation Influences and Recommendations
Assumed Knowledge
and Motivation
Influence*
Principle and Citation Context-Specific Recommendation
Faculty tend to make
external and
uncontrollable
attributions for
student performance
(A)
Making internal and
controllable attributions
increases effort invested in
tasks (Anderman & Anderman,
2006).
Conduct professional development
on faculty mindset interventions and
incorporate into professional
learning communities the
importance of fostering a growth
mindset in their classrooms and
include instructional practices that
targets overcoming challenges
presented by lack of K-12
preparation
Science faculty
possess a general
deficit mindset (SE)
Learning and motivation are
enhanced when learners have
positive expectancies for
success (Pajares, 2006).
Introduce professional development
on deficit mindset thinking to
examine the role that institutional
stakeholders, such as faculty
contribute to STEM success or
failure.
Continue the dialogue on deficit
mindset through professional
learning communities and discuss
inclusive classroom strategies.
Science faculty need
to consider how
their andragogy may
be negatively
informed by their
personal
journey and
educational
experiences (A)
Provide accurate feedback that
identifies the skills or
knowledge the individual lacks,
along with communication that
skills and knowledge can be
learned, followed with the
teaching of these skills and
knowledge (Anderman &
Anderman, 2006).
Building supportive and caring
personal relationships in the
community of learners
(Pintrich, 2003).
Adaptive attributions and
control beliefs motivate
[individuals] (Pintrich, 2003).
Using the transformative
professional development
framework, create a community of
practice with instructors of varied
levels of expertise and skill, to share
their experiences, discuss high-
impact practices and what they can
do differently in a supportive
environment.
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Support Faculty in Making Internal and Controllable Attributions About the Role of Their
Instruction in Student Performance
The evidence suggests that ACC science faculty make external and uncontrollable
attributions for students’ low performance in STEM. The ones identified in this study were
associated with a student’s educational or demographic background. A principle grounded in
attribution theory was identified to close this gap. According to attribution theory, one can
attribute success or failures to effort (Anderman & Anderman, 2006). To ameliorate the issue of
faculty externalizing reasons for students’ low performance, ACC must conduct professional
development on faculty mindset interventions and incorporate a growth mindset into PLCs.
Additionally, it will be important for faculty to recognize and embrace the role of their
instructional practices in student performance. This is an opportunity for faculty to employ
instructional strategies that can support student performance despite the lack of K-12 preparation
or other perceived barriers to success.
Canning et al. (2019) posited that faculty members’ fixed mindsets tend to be
demotivating towards racially minoritized students, which translates into lower course
performance, thereby widening the achievement gap. Further, these beliefs can frame how
faculty structure courses and instruction as well as how they motivate or demotivate students’
persistence (Rattan et al., 2012). To that end, it is the recommendation that ACC introduce
professional development on fostering a growth mindset. Interventions to improve faculty
mindset can combat their beliefs regarding students’ motivation and performance and help to
foster a growth mindset culture (Canning et al., 2019). This culture can also help to change
STEM culture and narrow the achievement gap affecting racially minoritized students
(Mitchneck et al., 2016).
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Supporting Faculty in Adopting a Growth-Based Mindset
The results and findings of the study suggest that science faculty possess a general deficit
mindset towards students. A principle rooted in self-efficacy theory states that learning and
motivation are enhanced when learners have positive expectancies for success (Pajares, 2006).
This suggests that faculty mindset, regardless of their background or racial identity, can greatly
influence the motivation and success of racially minoritized students (Canning et al., 2019). As
such, it is recommended that ACC introduce professional development on mindsets that will
allow participants to examine the role that institutional stakeholders, such as faculty, contribute
to STEM success or failure. Once the training is over, faculty can continue to dialogue about
deficit mindset thinking and the implications for racially minoritized students’ success. As part
of this discussion, faculty can consider the systemic problems and social conditions that hinder
retention and develop strategies for inclusive practices that promote deeper understanding and
intercultural knowledge (Dewsbury, 2017).
Deficit thinking is a theory that blames the victim for school failure and neglects how
schools are structured to prevent poor students and students of color from learning (Valencia,
2010). Dewsbury (2017) posited that “addressing the student can preclude the needs for other
stakeholders, especially instructors to examine their own contributions to the process, especially
with respect to their cultural competency” (p. 3). To that end, professional development allows
faculty to develop a positive mindset towards their students (Lischka et al., 2015).
Ensure Instructional Practices are Intentional Rather than Solely Informed by Own
Experience
Science faculty need to understand that their andragogy may be negatively informed by
their individual journeys and educational experiences. Attribution theory informs a suitable
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recommendation for addressing this gap. To support science faculty in learning new instructional
strategies, it will be important to provide accurate feedback that identifies the skills or
knowledge the individual lacks, along with communication that skills and knowledge can be
learned, followed by the teaching of these skills and knowledge (Anderman & Anderman, 2006).
This supports the theory that adaptive attributions and control beliefs motivate individuals
(Pintrich, 2003). To that end, the recommendation for practice is to employ the transformative
professional development framework to create a community of practice with instructors of varied
levels of expertise and skill that will allow them to share their experiences as well as discuss
HIPs and what they can do differently in a supportive environment.
Research affirms that faculty tend to teach the method they were taught when learning
new skills and have minimal exposure to varied instructional strategies and modalities (McKee
& Tew, 2013). McKee and Tew (2013) noted that “presenting what was presented, teaching what
was taught, is a luxury higher education purveyors no longer can afford” (p. 4). Faculty may not
be aware of the robust knowledge they possess and how it might be of value to others
(McDonald & Cater-Steel, 2016). Professional learning communities can positively impact
students, staff, and the institutions because they represent a collection of experts with shared
goals that can provide a practical solution to common teaching issues and spread awareness of
HIPs (Glaze-Crampes, 2020; McDonald & Cater-Steel, 2016).
Organization Recommendations
The results and findings of this study suggest that, while ACC holds student equity as a
key focus, there is still room for improvement in creating awareness of the importance of
incorporating CRA and providing institutional supports and training. Without the appropriate
resources, policies, and procedures, performance goals will not be achieved even with an
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organization of knowledgeable and motivated individuals (Clark & Estes, 2008). The
organizational influences reflected in Table 14 highlight the partially validated and validated
organizational influence, principle, and context-specific recommendation for addressing the
organization gaps.
Table 14
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence*
Principle and Citation Context-Specific Recommendation
There should be an
overall consensus
among science
faculty to incorporate
culturally relevant
andragogy into
existing courses.
(Cultural Models)
Effective leaders are aware of biases and
prejudices that occur in the organization at
the individual and structural levels. They
acknowledge their own biases and
prejudice and protect the organization from
their negative impact. (They put
themselves in uncomfortable situations
that challenge their biases). They also
recognize and address micro-aggression
and other covert ways of expressing bias
and prejudice.
Bensimon (2005)
Chavez et al. (2008)
Create awareness of culturally
relevant andragogy by utilizing
department meetings and flex
days to have an equity-minded
dialogue about high-impact
instructional practices that can
be incorporated into the
classroom environment.
The organization
should hold equity
for racially
minoritized students
in STEM as a
priority. (Cultural
Models)
Effective leaders demonstrate a
commitment to valuing diversity through
inclusive action. They promote an
organizational culture that promotes equity
and inclusion and cultivate an atmosphere
where diversity is viewed as an asset to the
organization and its stakeholders.
Angeline (2011) Prieto et al. (2009)
Promote a culture of inquiry by
incorporating the use of
department-wide data coaches to
continuously evaluate science
courses against student
outcomes using an intersectional
approach to disaggregating data
in an effort to eliminate equity
gaps.
Science faculty need
to feel respected by
colleagues as well as
supported with the
appropriate resources
(Cultural Models)
Employee attitudes, particularly feeling as
though they matter, and their work makes
a difference, are correlated with numerous
organizational outputs (Buckingham &
Coffman, 1999; Harter et al., 2006;
Schlossberg, 1989).
Insuring staff’s resource needs
are being met is correlated with increased
student learning outcomes (Waters et al.,
2003).
Allocate departmental faculty
resources based on data-
informed goals and priorities.
Offer ongoing professional
development for science faculty
that includes opportunities for
team building and open
discussions
on microaggressions.
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Assumed
Organization
Influence*
Principle and Citation Context-Specific Recommendation
Science faculty need
professional
development
opportunities on
effective instructional
practices particularly
with racially
minoritized students.
(Cultural Settings)
Effective leaders regularly engage in the
process of reflection in order to ensure
their actions promote an atmosphere of
inclusion and diversity. They facilitate
problem-solving strategies that promote
objectivity, equity, and inclusivity.
Bensimon (2005)
DiTomaso et al. (2007)
Provide sustainable professional
development opportunities for
science faculty to learn about
culturally relevant andragogy
and other emerging evidence-
based instructional strategies to
promote student success.
Create Department-Wide Consensus in Implementing Culturally Relevant Andragogy
The results and findings of this study reflect that there should be a department-wide
consensus on incorporating CRA into its courses. For ACC to address racially minoritized
students’ success in science courses, they will need to ensure that faculty make culturally
relevant instruction a priority. It is critical that faculty are aware of the biases and prejudices that
occur at the individual and structural levels. With this awareness, they can begin to acknowledge
their own biases and prejudice and protect the institution from their negative impact.
Furthermore, recognizing and addressing microaggressions and other covert ways of expressing
bias and prejudice is equally integral (Bensimon, 2005; Chavez et al., 2008) and undergirds the
framing of culturally relevant instructional practices. To increase awareness of CRA, ACC
department leadership can utilize department meetings and flex days to have an equity-minded
dialogue about high-impact instructional practices that can be incorporated into the classroom.
According to Draper (2013), dialogue in a community of practice takes tacit knowledge
and converts it into explicit knowledge to develop individual skills and practices with the full
participation of all stakeholders. This type of information sharing can occur in various formats
and on different topics (Richlin & Essington, 2004). It can also include engaging in discussions
related to different types of instructional techniques as well as collegiality and productivity
(Nadelson, 2016). This method of exchanging information and thinking deeply about praxis with
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peers can give faculty members the space to learn, improve and grow as a professional (Martin-
Kniep, 2008).
Holding Equity for Racially Minoritized Students as a Priority
ACC, as an institution, should hold equity for racially minoritized STEM students as a
priority. As leaders in an institution, it is imperative that faculty and administration exhibit a
commitment to valuing diversity and equity through inclusive action. This will help to promote
an organizational culture that fosters equity and cultivates an atmosphere where diversity is
perceived as an asset to the institution and its stakeholders (Angeline, 2011; Prieto et al., 2009).
To that end, it is recommended that department leadership promote a culture of inquiry by
incorporating department-wide data coaches. An intersectional approach to disaggregating data
and incorporating student narratives will empower science faculty to continuously evaluate their
courses against student outcomes to eliminate equity gaps.
Data coaches and teams can play an integral role in data-informed decision making by
building cultures of inquiry that focus on equitable outcomes (Love et al, 2008). Data-informed
decision making can help provide time for reflection and assist with making better decisions as a
department and institution overall (Means et al, 2009). Through this form of collaborative
inquiry using an equity lens, data teams can learn how to disaggregate the data by course and
race and think critically when exploring student outcomes (Love et al., 2008; McNair et al.,
2020). Furthermore, an intersectional approach to data inquiry and analysis can offer key insights
about the state of equity at an institution and the people, practices, and policies that may
contribute to persistent equity gaps (McNair et al., 2020).
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Creating a Culture of Faculty Support
While not reflected by all faculty members, it was evident that some do not feel
supported with the appropriate resources to do their job due to budgetary constraints. Feelings of
being undervalued, overworked, and stressed are common amongst faculty at large (Thiers,
2017). Not feeling supported or feeling constrained by a lack of adequate resources can hinder
efforts to introduce new forms of andragogical instruction. Research suggests that employee
attitudes, especially feeling as though they and their work make a difference, are connected to
numerous organizational outputs (Buckingham & Coffman, 1999; Harter et al., 2006;
Schlossberg, 1989). To address this, it will be helpful to ensure that staff resource needs are met
and are directly tied to increasing student learning outcomes (Waters et al., 2003). As such, the
science department can allocate faculty resources based on data-informed goals and priorities.
Additionally, ongoing professional development should include team building and open
discussions on microaggressions.
Faculty serve a critical role in higher education, and, as such, they serve a fundamental
role in guiding student learning and contributing to the institution’s overall success (Benito &
Scott-Milligan, 2018). According to a recent study conducted, appreciation and recognition were
found to be key to overall faculty satisfaction and satisfaction with the institution overall (Sahl,
2017). This research supports the recommendation that ACC should conduct research on how
faculty feel about working at the institution. While the institution does conduct climate surveys,
this recommendation would focus on the climate of the department and what can be done
specifically to improve faculty satisfaction and recognition.
Due to the racism and sexism that consistently intersect and have been institutionalized in
society (Crenshaw, 1991; Krysan & Lewis, 2004), institutions must be cognizant of how this
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might be exhibited in oppressive policies, procedures, and interpersonal interactions. One of the
most common ways this can be displayed is through microaggressions, which have become a
regular occurrence in academia in that faculty feel invisible, marginalized, and ignored (Louis,
2016). It is important to explore and garner an increased awareness of persistent
microaggressions that faculty of color and women may experience (Louis, 2016). Ongoing
training on microaggressions can highlight the aggregate effects of these behaviors that can be
connected to a system of privilege and oppression (Applebaum, 2019).
Providing Professional Development Opportunities on Instructional Practices
For CRA implementation to be effective, science faculty will need professional
development on effective instructional practices that will benefit racially minoritized students. It
is imperative that leaders have the opportunity and space to regularly engage in reflection to
ensure their actions promote inclusion and diversity. This includes participation in ongoing
curriculum audits to deconstruct syllabi and courses content as outlined in USC’s Center for
Urban Education (Center for Urban Education, 2020). This allows leaders to facilitate problem-
solving strategies that foster objectivity, equity, and inclusivity (Bensimon, 2005; DiTomaso et
al., 2007). Therefore, it is recommended that science faculty have an opportunity to engage in
ongoing professional development to learn about CRA and other emerging evidence-based
instructional strategies to promote student success.
Studies have purported that culturally relevant instructional practices have a positive
impact on student success (Brown et al., 2018). As such, it is the recommendation to offer
ongoing professional development on culturally relevant instruction and other emerging equity-
minded instructional practices, with follow-up support, for science faculty to fully contextualize
culturally relevant instruction and move from theory to praxis (Brown et al., 2018). Increased
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awareness of culturally relevant instruction will foster a classroom environment that promotes
student success and self-efficacy for racially minoritized students (Byrd, 2016). As previously
discussed, resources need to be in place, in the form of flex credits or other incentives, to provide
science faculty support in engaging in professional development. This is particularly useful as it
pertains to adjunct faculty who are not on campus full-time and may also teach at different
colleges. Furthermore, engaging adjunct faculty from the beginning as new hires to professional
development on instructional strategies also provides a foundation and commitment that
encourages their participation.
Integrated Implementation and Evaluation Plan
The implementation and evaluation plan for this study is informed by The New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The premise of this model is that an
organization’s program or initiative be effective and maximize and create value for the
organization (Kirkpatrick & Kirkpatrick, 2016). In accordance with the model, training and
evaluation must be conducted in four levels, in reverse order, to keep the focus on what is most
critical: results (Level 4), behavior (Level 3), learning (Level 2), and reaction (Level 1)
(Kirkpatrick & Kirkpatrick, 2016). The objective of Level 4 is to evaluate the degree to which
outcomes are occurring as a result of the training provided. Level 3 evaluates the extent to which
participants applied what they learned in the training once they have returned to their job. Level
2 measures what participants may have learned, and Level 1, being the most common form of
evaluation, determines if participants believed the training to be favorable, engaging, and
relevant to their jobs (Kirkpatrick & Kirkpatrick, 2016).
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Organizational Purpose, Need, and Expectations
As stated previously, the organizational goal of ACC is to increase science course success
rates by 20% for racially minoritized students by 2023. This metric was established in
furtherance of the goal of advancing the college’s mission of increasing student success in STEM
and closing equity gaps among racially minoritized students.
The data suggest that, while the overall course completion rate was on average 84%
(Black), 87.1% (Latinx), and 83.3% (Native American), the overall success rate was measured as
66.8% (Black), 70.2% (Latinx) and 50% (Native American). The data at ACC are commensurate
with overall success rates among racially minoritized students in California. To that end, the
stakeholder goal is that, by 2021, all science faculty will employ proven high-impact culturally
relevant andragogical practices like collaborative learning, experiential learning, and SI to
promote equitable outcomes for racially minoritized STEM students.
Level 4: Results and Leading Indicators
Table 15 presents a proposal for the Level 4 results and leading indicators that include
outcomes, metrics, and methods for both external and internal outcomes. If ACC science faculty
are to utilize culturally relevant instruction as part of their andragogy, the external and internal
outcomes listed in Table 15 will have to be achieved.
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Table 15
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Recognition of science
department for advances in
culturally relevant andragogy
practices
● Presentation at conferences
on innovative instructional
strategies
● Articles published in
professional magazines,
ACC publications, and
other venues
● Department meetings
● Campus-wide weekly
publications
● Presidential town-hall
convenings
Internal Outcomes
Professional learning
communities (PLC) established
and sustained through science
faculty active participation
● Number of meetings
conducted
● Number of attendees at
each convening
● Minutes taken at each
convening
● Minutes for meetings will
be posted on SharePoint site
● Participation for
professional development
flex credit will be tracked in
Cornerstone learning
management system
Improvement in grade point
average for racially minoritized
students
● Final grade point average
for racially minoritized
students in science classes
each term
● Report of student grades per
course section
Improved feedback from
students on faculty instructional
practices
● Student evaluations
● Feedback from students as
part of external assessment
● Mid-semester evaluations
● End of semester evaluations
Increased participation among
science faculty in peer
evaluations and observations
● Number of peer evaluations
conducted per semester or
academic year
● Mid-semester
Science faculty instructional
practices improve as a result of
peer evaluations
● Student evaluations
● Feedback from students as
part of external assessment
● Mid-semester evaluations
● End of semester evaluations
Implementation of a peer syllabi
audit to ensure that syllabi is
inclusive and equity-minded.
● Feedback from students as
part of course assessment
● Mid-semester evaluations
● End of semester
Conduct curriculum audits with
an equity lens to ensure that
courses are implementing
culturally relevant instructional
strategies (such as by using USC
Center for Urban Education’s
Racial Equity Tools as a guide).
● Number of audits
conducted
● Number of courses/sections
completed
● Number of faculty
participation
● Progress presentations at
curriculum committee
meetings, Flex days and
Academic Senate
● Science course success data
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Level 3: Behavior
Training alone is not sufficient to garner the organizational results needed for success
(Kirkpatrick & Kirkpatrick, 2016). As such, Level 3 is considered one of the most important
levels because it assesses the degree to which training participants applied what they learned in
the training into their jobs (Kirkpatrick & Kirkpatrick, 2016). The sections below will outline the
critical behaviors, the required drivers, and organizational supports needed for ACC science
faculty to be successful in implementing culturally relevant instruction.
Critical Behaviors
The key stakeholders in this study are the ACC science faculty members. To increase
racially minoritized student success, key behaviors will need to be demonstrated. Once training
has been provided to all full-time and part-time science faculty, it will need to be incorporated
into the syllabus and weekly lesson plans. To support the ongoing development of and capacity
for culturally relevant instruction, science faculty will share what they have learned with peers
during department meetings and in PLCs. Lastly, to ensure transparency, accountability, and
knowledge sharing, science faculty will engage in peer review and observations to support
professional growth.
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Table 16
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
Science faculty implement
practices relative to
collaborative learning,
experiential learning and
supplemental instruction
● Incorporate
practices in
syllabus and
weekly lesson
plans
● Syllabi will be
submitted and
reviewed by the
department chair
prior to the start of
the semester
Weekly
Science faculty actively
participate in sharing
experiences and lessons
during department meetings
● Attendance at
department
meetings
● Comments on
experiences from
faculty
documented
during meetings
● Attendance roster
● Minutes taken at
each meeting and
distributed to faculty
Monthly
Science faculty participate
in the Professional Learning
Community (PLC)
● Number of
meetings
conducted
● Number of
attendees at each
convening
● Minutes taken at
each convening
and distributed
to faculty
● Minutes for meetings
will be posted on
SharePoint site
● Participation for
professional
development flex
credit will be tracked
in Cornerstone
learning
management system
Monthly
Science faculty participate
in optional faculty-student
mentoring program that will
serve to cultivate positive
relationships and promote
persistence among racially
minoritized students
persistence in STEM
● Number of
meetings
conducted with
each faculty and
student pairing
● Number of
faculty and
student
participants at
each convening
● Success and
completion rates
of student
participants
● Participation for
professional
development flex
credit will be tracked
in Cornerstone
learning
management system
Monthly meetings
or as needed as
determined by
faculty/student
pairing
(in-person or
virtual)
Science faculty participate
in peer review and
observation process
● Number of peer
evaluations
conducted per
semester or
academic year
● Peer evaluations will
be tracked by a peer
designated lead
Once a semester per
faculty member
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Required Drivers
For the implementation of culturally relevant instructional practices to be successful,
ACC science faculty need the knowledge and motivation to implement as well as the resources
to apply what they learned. As part of building capacity, they will also need to engage in
discussions and share knowledge among peers. Table 17 below presents the recommended
drivers to support the critical behaviors of ACC science faculty.
Table 17
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Science department creates professional learning communities
for faculty to encourage an exchange of ideas, reflection and
fostering of innovation in instruction
Monthly 1,2,3.4
Science department leadership will outsource consultant in
collaboration with ACC Professional Growth committee to
provide professional development on culturally relevant
andragogy with practical examples to aid in moving from theory
to praxis
Ongoing 1,2,3,4
Introduce a department data coach to work with science faculty
on taking an intersectional approach to disaggregating data by
race
Monthly 1,2,3,4
Science department allocates resources based on data-informed
goals and priorities.
Monthly /
Yearly
2,3,4
Encouraging
Science faculty support one another by participating in
professional learning communities to encourage an exchange of
ideas, reflection and fostering of innovation in instruction
Monthly 1,2,3.4
ACC science Dean and department chair utilize department
meetings to encourage science faculty in actively sharing
experiences, lessons and emerging innovations
Monthly 1,2,3.4
ACC Professional Growth committee will provide flex credit
rewards for participation in professional learning communities
(college/district-wide) and peer observations to encourage active
engagement by full-time and part-time faculty
Yearly 1,2,3
111
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Encouraging
ACC science faculty who have demonstrated high-impact
practices in culturally relevant instruction to lead institutional
and district-level professional development events as well as
presentations at state and national conferences
Ongoing 3,4
ACC science faculty to participate in optional faculty/student
mentoring program that will serve to cultivate positive
relationships and promote persistence among racially minoritized
students’ persistence in STEM
Monthly 3,4
Rewarding
ACC Professional Growth committee will provide flex credit
rewards for participation in professional learning communities
(college/district-wide) and peer observations to encourage active
engagement by full-time and part-time faculty
Yearly 1,2,3
ACC Professional Growth committee will provide flex credit
rewards for serving as a faculty mentor that will serve to
cultivate positive relationships and promote persistence among
racially minoritized students’ persistence in STEM
Monthly 3,4
ACC science faculty who have demonstrated high-impact
practices in culturally relevant instruction to lead institutional
and district-level professional development events as well as
presentations at state and national conferences
Ongoing 3,4
Monitoring
ACC science faculty will engage in peer classroom observations
and provide feedback
Mid-
semester
2,3,4
ACC science Dean and department chair will be conduct
periodic evaluation of student evaluation instruments to ensure
that the appropriate data is being gathered to measure student
impact
Yearly 3,4
Organizational Support
To support the implementation of the required drivers, ACC will have to provide supports
commensurate with the outlined recommendations. First, to motivate faculty to implement
culturally relevant instruction and improve overall job satisfaction, ACC should survey faculty
on the type of intrinsic and extrinsic rewards they would like to receive. ACC should also review
the student evaluations to determine if the information collected garners the data on culturally
112
relevant instruction as well as students’ perceptions of the classroom environment that can
highlight areas of success or in need of improvement. Next, the science department’s allocation
of faculty resources should be grounded in data-informed goals and priorities. If budgetary
constraints hinder allocating the necessary resources to faculty, the department should de-silo
their efforts and collaborate with the institution to redistribute resources based on departmental
goals and needs.
Level 2: Learning
When offering training, the facilitator should assess how much participants are engaging
in the training and if it is beneficial. As part of Level 2, facilitators assess the degree to which
participants acquire the intended information, such as knowledge, skills, attitude, confidence, and
commitment as demonstrated by their active participation in the training (Kirkpatrick &
Kirkpatrick, 2016). Some common forms of Level 2 evaluation are knowledge checks during the
training, discussion, individual and group activities, role play, presentation, teach back, and
simulation (Kirkpatrick & Kirkpatrick, 2016). The sections below will outline the learning goals,
program delivery method, and the evaluation of the components of learning that are needed for
the professional development offering to ACC science faculty.
Learning Goals
Following the training on CRA, ACC science faculty should be able to demonstrate the
following learning outcomes to perform the critical behaviors listed previously:
1. Define CRA (D)
2. Explain how implicit bias and structural racism impacts racially minoritized students’
success (D)
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3. Provide examples of how CRA can be applied to the classroom regardless of the science
discipline (D)
4. Implement CRA into the syllabi and lessons plans (P)
5. Value the importance of utilizing CRA to improve racially minoritized student success
(EVT)
6. Value participation in peer review and observation to increase faculty knowledge on
CRA (EVT)
7. Value engaging in professional learning communities to bolster faculty andragogy (EVT)
8. Perceive the value in participating in mentoring opportunities for students because they
are shown to cultivate positive relationships and promote persistence in STEM (EVT)
9. Be confident in the ability to execute CRA as part of the science curriculum (SE)
Program
The goals outlined in the previous section will be achieved with a professional
development series that uses a cohort model delivery structure. The inaugural cohort will
participate in a 2-day training session, 16 hours in total, on CRA along with four subsequent 1-
hour follow-up training sessions. The training program will be delivered using an in-person
format and the room will be structured to allow for breakout small-group discussions.
On the first day, faculty will explore implicit and systemic bias and examples of how this
typically manifests in higher education institutions. Faculty will also discuss anti-racism in
higher education and engage in self-reflection. On the second day, faculty will receive an
overview of culturally relevant instructional practices and given opportunities to apply it to their
courses as part of their breakout groups. The day will end with faculty receiving a job aid on
114
ways to incorporate CRA into praxis. Recognizing that time is always a limiter for faculty,
subsequent 1-hour sessions will be offered in a virtual, synchronous format.
While the program would be designed for a cohort meeting in person, ACC may need to
explore alternative options for participation to ensure all faculty are represented, particularly
adjunct faculty. This could include considerations for days and times that are most conducive to
faculty schedules as well as monetary and flex credit incentives for participation.
Evaluation of the Components of Learning
For ACC science faculty to apply the concepts learned on culturally relevant instruction,
they will need to demonstrate declarative and procedural knowledge. In addition, it is important
that faculty perceive value in the training and are confident in their ability to execute what they
have learned. As such, Table 18 lists the necessary evaluation methods and activities that will be
needed to gauge the effectiveness of the learning goals.
Table 18
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Creating dialogue that includes examples of culturally relevant
instruction
During the training session
Creating dialogue that includes examples of implicit bias,
microaggressions, and structural and institutional racism
During the training session
Break into pairs to discuss real-life classroom examples and share out During the training session
Procedural Skills “I can do it right now.”
Developing a sample lesson plan that is infused with an equity lens During the training session
and after the training
Developing a sample syllabus with an equity lens During the training session
and after the training
Attitude “I believe this is worthwhile.”
Dialogue in department meetings that foster an exchange of ideas,
reflection, and cultivating an ethos for innovation
After the training
Discussions among administrators and faculty regarding the importance
of culturally relevant instruction
After the training
Intentionally taking an intersectional approach to disaggregating data by
race and creating actionable steps to address
During and after the
training
115
Method(s) or Activity(ies) Timing
Confidence “I think I can do it on the job.”
Participation and engagement in professional learning communities During and after the
training
Engage in opportunities to share high-impact practices in culturally
relevant instruction at various professional development events and
conferences
During and after the
training
Commitment “I will do it on the job.”
Participation in professional learning communities After the training
Engage in peer observation and feedback opportunities After the training
Willingness to participate in optional faculty mentoring opportunities for
racially minoritized students to encourage persistence in STEM
After the training
Level 1: Reaction
Level 1 of the Kirkpatrick model is the most familiar to professionals as part of a training
program, as it evaluates the degree to which participants perceive the training to be favorable,
engaging, and relevant to their jobs (Kirkpatrick & Kirkpatrick, 2016). To that end, Table 19
presents the components necessary to measure reactions to a training program on CRA.
Table 19
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Training attendance Beginning and end of training
Ongoing classroom engagement and robust discussion During the training
After the training (30/60/90-day
intervals)
Key takeaways strategies to incorporate into syllabi and
weekly plans
After the training (30/60/90-day
intervals)
Relevance
Training survey After the training
Customer Satisfaction
Training survey After the training
Evaluation Tools
The key to successful program implementation is to ensure that participants find utility in
the training and can apply it to their work. To evaluate the training, a survey will be distributed
immediately following the program’s Level 1 and Level 2 implementation as well as at a delayed
116
period after the program. This helps ensure that program participants’ thoughts and perceptions
are captured and interpreted accurately (Kirkpatrick & Kirkpatrick, 2016). It also provides
understanding in areas where there may be gaps and provide recommendations for improvement.
Immediately Following the Program Level 1 and 2 Implementation
As referenced in Figure 6, upon completion of the professional development series,
faculty will have an opportunity to participate in an anonymous online Likert-scale survey to
measure the degree to which the information presented was both engaging and useful for their
instructional practices. The survey will also measure participants’ satisfaction with the content
and delivery of the training series overall. Series participants will have 2 weeks to complete the
survey to allow for adequate time to complete.
Figure 6
Post PD Series Evaluation Example
0
1
2
3
4
5
6
Faculty 1 Faculty 2
Post PD Series Evaluation
I found the training engaging and informative I can define culturally relevant andragogy
I can apply what I have learned in the classroom
117
Delayed for a Period After the Program Implementation
Upon conclusion of the professional development series, faculty will need sufficient time
to implement the learning they acquired. A month after the series, faculty training facilitators
will administer a survey to ACC’s science faculty to assess satisfaction with and relevance of the
training (Level 1) as exhibited in Appendix D. Survey responses will also help determine if the
training was applicable and assess the degree of confidence in implementing culturally relevant
instruction (Level 2). Furthermore, it will evaluate the level to which ACC science faculty
received sufficient support from peer learning communities and departmental leaders (Level 3).
Lastly, the survey will examine the degree to which the application of culturally relevant
instruction improved student success, especially among historically minoritized students
(Level 4).
Data Analysis and Reporting
For science faculty to be efficacious in implementing culturally relevant instruction, it is
important to understand if the training provided was useful and if it ultimately fulfills the Level 4
goal of increasing minoritized students’ success. Andragogical practices must be part of an
ongoing conversation on continuously improving the curriculum. As such, it is recommended
that aggregated findings of the immediate and delayed surveys, as reflected in Figure 7 and 8, are
distributed electronically to all faculty and discussed in department meetings along with the
departmental leadership. This venue allows all key stakeholders to analyze the data on what
worked as part of the series and celebrate faculty success. In addition, this can also highlight
additional areas for improvement and opportunities for future, targeted professional
development. The results of the survey will also be distributed to other STEM disciplines and
118
departments at the college, as culturally relevant instruction can be applied to all disciplines and
other faculty might want to participate in similar training programs.
Figure 7
Delayed Evaluation Example
Summary
With faculty having the greatest impact on students’ academic success (Allen &
Fitzgerald, 2017), the proper resources and professional development to learn about innovative
instructional practices, such as CRA, are essential. When offering training, it is important to
understand if the training is effective and the behaviors that an organization needs to see to know
the training was beneficial to the participant. The New World Kirkpatrick Model (2016) offers a
framework that ensures that the professional development series offered to science faculty
0 1 2 3 4 5 6
Faculty 1
Faculty 2
Delayed Evaluation
The department leadership has been instrumental in creating space for faculty to actively share
experiences, lessons and emerging innovations
I have a better understanding of how to implement culturally relevant instruction since I have
completed the training as opposed to prior the training
I have been able to effectively apply the concepts from the training series in my classroom
119
delivers high-impact results and value to ACC using an effective training evaluation strategy
aligned with the organizational goals. Once faculty have begun to engage in culturally relevant
instruction, the department will need to use the survey data to determine if the training was
beneficial. After the evaluation, if the results fell short of the goals of the training program,
future training opportunities can be adjusted accordingly.
Limitations and Delimitations
It is important to acknowledge the limitations and delimitations of a study to support
trustworthiness in the research. Limitations are weaknesses identified by the researcher as
uncontrollable threats to the study’s internal validity (Ellis & Levy, 2009). Limitations are
significant because, if other researchers want to replicate or expand on the study, the limitations
will be immediately identified (Creswell, 2014). Delimitations are specific choices made by the
researcher to guide the scope of the study by outlining the factors, constructs, and/or variables
that are deliberately excluded from the study (Ellis & Levy, 2009). Precluding certain factors
from the research ensures the scope of the study will be adhered to and bolsters the purpose of
the research.
Due to the nature of the study, which is undergirded by CRT, a limitation was the
tendency to provide socially desirable answers when responding to questions on implicit bias and
the implementation of culturally relevant instructional practices. Except for document analysis,
which involved reviewing science faculty syllabi, all data were self-reported from surveys and
interviews. In addition to providing socially desirable answers, a limitation of self-reporting is
that respondents may exaggerate answers, hesitate to respond, or refrain from responding at all.
That said, qualitative interviews are an effective way to capture robust information on the
experiences and perspectives of interviewees (Seidman, 2006).
120
While the literature addressed issues with STEM success as a whole, this study explored
the degree to which science faculty affect STEM success through instructional practices at a
specific community college. Therefore, this study was delimited to one institution and excluded
engineering and math faculty as part of a purposeful sampling strategy. In addition, the state of
California recently implemented Assembly Bill 705, mandating that, by Fall 2019, community
college students no longer be placed in remedial math or English courses that may deter their
educational progress unless there is evidence that they are not likely to succeed in the college-
level course (CCCCO, 2017a). This bill has implications for how math courses are taught and the
associated supports provided to students, which, as a result, will directly affect how faculty will
provide instruction due to the changes involved. As such, it was decided to exclude math faculty
from this study.
The number of science faculty at ACC limited the size of the sample. While participation
in the study was incentivized, due to faculty members’ time constraints, the scheduling of in-
person interviews proved to be challenging. Lastly, it should be noted that data collection was
conducted during the COVID-19 pandemic, which also affected the availability of faculty due to
courses being moved to the online modality.
The Clark and Estes’ (2008) gap analysis framework provides organizations a
comprehensive way to identify gaps using primary stakeholders’ knowledge and motivational
influences and examining organizational factors that may inhibit performance goals (Clark &
Estes, 2008). The structure of the framework has been lauded as a HIP among several
organizations that spans several industries, including education. However, the challenge of the
framework was that it assumed explicit organizational goals that did not exist. As such, the
researcher was prompted to create realistic and appropriate explicit goals out of the implicit
121
aspirations from the organization. Conversely, an action-research approach would have been
preferred to address and assess weaknesses as it emerges and help to realign the implementation
as needed. However, this was limited by the timing and scope of the dissertation project.
Lastly, in addition to the science faculty, the department also includes math, health,
kinesiology, and nursing faculty. As such, the framework lends itself to a siloed view that does
not incorporate department policies or procedures. As such, this could affect the KMO influences
with respect to the problem of practice.
Future Research
The limitations and delimitations previously identified also inform opportunities for
further research. With the transition to online instruction for all educational institutions due to
the COVID-19 pandemic, equity in online instruction has emerged as a global issue, leading to
efforts to ensure courses are still equitable, inclusive, and effective (Qadir, 2020). At the time of
data collection, faculty were modifying courses to adapt to an online environment. This proved
to be a challenge for educators used to teaching in person. Additionally, since lab classes are
typically combined with science courses, they were not easily converted. With online learning
being the new normal (Qadir, 2020), research should be expanded to explore equitizing
instructional practices to be culturally relevant in the online environment.
While Assembly Bill 705 eliminates remedial math and English classes, it also provides
an opportunity to examine instructional practices in transfer-level math and how these can affect
student success, especially among racially minoritized students. This is particularly significant as
math is required for STEM and other majors. Furthermore, transfer-level math is required for the
California State University and the University of California systems. Supplemental instruction
and additional corequisite supports maximize the possibility of students’ not only completing
122
math courses but also thriving in them. Additionally, it will be important to address how implicit
bias, microaggressions, and deficit-mindset presents itself in mathematics instruction (Nagasawa,
2020) in order to increase student success in transfer-level math.
Conclusion
The purpose of this study was to address the significant underrepresentation of racially
minoritized students in the STEM field. While these students are the fastest fastest-growing
demographic in the United States, they are the most underrepresented in STEM careers
(Mcglynn, 2012). There is data to suggest that the United States will need to fill about 1 million
STEM jobs in the next decade to remain competitive (President’s Council, 2012). To fill this
void, community colleges are specifically positioned to increase the number of racially
minoritized students in STEM. To support the success of racially minoritized students in STEM,
a recommended practice is to incorporate CRA.
The organization studied here was ACC. As a primarily minority-serving institution,
ACC is adequately positioned to support the preparation of the next generation of racially
minoritized STEM professionals. The organizational goal of ACC was to increase science course
success rates by 20% for racially minoritized students by 2023, which aligns with the college’s
mission and strategic plan. The stakeholder group that was the primary focus for this study was
science faculty as they are the most front-facing with racially minoritized STEM students.
This study was organized as an exploratory mixed-methods study, utilizing an
explanatory sequential design to explore faculty implementation of CRA and the factors that may
limit their efficacy in utilizing culturally relevant instruction. Informed and undergirded by CRT,
the framework that underpins this study was Clark and Estes’ (2008) model, which was selected
123
to examine the KMO influences of ACC science faculty in employing CRA practices of
collaborative learning, experiential learning, and SI.
The literature review provided an overview of the STEM crisis and the impact it had on
the United States’ global competitiveness. To be competitive, the literature highlights the
importance of racially minoritized students in STEM and the role that community colleges play
in producing the next generation of STEM professionals. The factors that affect STEM
persistence and success were also presented and framed through the lens of CRT. CRA is offered
to increase STEM success among racially minoritized students using collaborative learning,
experiential learning, and SI.
Through the KMO framework, the data suggested that the majority of faculty possessed a
foundational awareness of CRA and implicit bias. They see the utility in CRA but are challenged
on ways to apply it in certain science classes. While faculty felt fairly confident in collaborative
instruction and experiential learning, most were not as confident in providing SI.
Among the recommendations for practice is that ACC should provide a professional
development series that incorporates the topics of collaborative learning, experiential learning
and SI, implicit bias, the difference between a deficit mindset and growth mindset, and data
coaching. Following the series, faculty will engage with professional learning communities to
continue learning and engaging in innovative evidence-based instructional strategies. While the
recommendations were specifically geared towards the primary stakeholders, it should be noted
they can be scaled throughout the entire department and institution to ameliorate the achievement
gap affecting minoritized students.
Community colleges play a substantial role in preparing the future’s STEM professionals
and should be part of the national conversation to mitigate the STEM gap in the United States
124
(Bahr et al., 2016). As the population of minoritized students increases, it is important to
capitalize on the strengths of ethnic diversity (Estrada et al., 2016) as these students will be a key
source in filling the STEM pipeline. To that end, it is important that community college STEM
faculty continuously diversify instructional practices to be more culturally relevant as well as
cognizant of how implicit bias can affect the retention and success of racially minoritized
students. It is not enough for racially minoritized students to complete. Thus, by incorporating
collaborative learning, experiential learning, and SI into STEM curriculum, it is the hope that
historically minoritized students will not only complete and succeed but also thrive in STEM.
125
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APPENDIX A
INFORMATION SHEET FOR INTERVIEWS
University of Southern California
Rossier School of Education
3470 Trousdale Parkway, Los Angeles, CA 90089
INFORMATION SHEET FOR EXEMPT RESEARCH
STUDY TITLE: (Re)Imagining STEM Instruction: An Examination of Culturally Relevant
Andragogical Practices to Eradicate STEM Inequities Among Historically Racially Minoritized
Students in Community Colleges
PRINCIPAL INVESTIGATOR: Natalie V. Nagthall
FACULTY ADVISOR: Helena Seli, PhD
You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.
PURPOSE
The purpose of this study is to explore faculty instructional practices in STEM with a specific
focus on supporting racially minoritized students in community colleges. The research study will
result in the development of potential solutions that will aid this college in addressing low
success and retention among racially minoritized students in community colleges. You are
invited as a possible participant because you are either a full-time science faculty instructor who
has been teaching at Assedo Community College (pseudonym) for a year or more or a part-time
science faculty instructor who has been teaching for at least two consecutive semesters.
PARTICIPANT INVOLVEMENT
If you agree to participate in this study, you will be asked to complete an anonymous online
survey, which is anticipated to take about 5-7 minutes. You will also be asked to participate in a
50-60-minute in-person or web-based interview that will be recorded to enhance the accuracy of
data collection. You do not have to answer any questions you do not want to, either on the survey
or during the interview. If you choose to decline audio/video recording, you can still be
interviewed and participate in this study. All interviews will be conducted at your school site or
other location of your choice. You may choose to end the survey or the interview at any time
without no further explanation. Feel free to discuss your participation in this study with
whomever you chose prior to deciding to participate.
149
If you decide to take part, you will be asked to participate in a survey followed by an interview
that will be scheduled at your convenience.
PAYMENT/COMPENSATION FOR PARTICIPATION
If you complete the survey, you will have an opportunity to participate in an interview. If you are
selected to complete an interview, to compensate for your time, you will receive a $15 Amazon
gift card. You do not have to answer all questions in order to receive the card. The card will be
given upon conclusion of the interview.
CONFIDENTIALITY
The members of the research team, and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
The data collected for this study, including interview protocol instruments and audio/video
recordings, will be stored on the researcher’s locked computer, to prevent access by unauthorized
personnel. Audio/video recordings will be accessed by the Principal Investigator, and possibly by
professional transcriptionists, for the purpose of creating a typed, digital copy of responses.
Audio/video recordings may be reviewed/edited by the respondent upon request to the Principal
Investigator. Study participant responses will be coded to maintain confidentiality and protect
personal identities. Released results and/or written analysis of this study will preserve the
confidentiality of all participants. Data collected for this study will be retained for a minimum of
three years and may be stored indefinitely.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact the Principal Investigator/Doctoral
Candidate, Natalie V. Nagthall at nagthall@usc.edu and Faculty Advisor, Dr. Helena Seli at
helena.seli@rossier.usc.edu
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.
150
APPENDIX B
SURVEY PROTOCOL AND ANALYSIS PLAN
Email Introduction
You are invited to complete a brief survey as part of Natalie Nagthall’s doctoral study about
science faculty instructional practices in the context of improving overall success and completion
rates for underrepresented minority student in STEM. Results will be aggregated and used to
identify recommendations to improve overall success and completion rates for underrepresented
minority student in STEM. This survey should take about 5-7 minutes to complete. There are no
right or wrong answers. Your honest responses will be the most helpful to the study. You may
skip any question you do not wish to answer, and you may stop the survey at any time. All
responses are anonymous. At the conclusion of the survey, you will be provided an opportunity,
should you choose to do so, to participate in a 50-60 web-based interview. If you agree to
participate in the survey, please follow this link to the survey:
Link to Survey
Survey Introduction
You are invited to complete the following brief survey as part of Natalie Nagthall’s doctoral
study on faculty instructional practices in STEM. The purpose of this study is to explore faculty
instructional practices in STEM with a specific focus on supporting underrepresented minority
students in community colleges. Results will be aggregated and used to identify
recommendations to improve overall success and completion rates for underrepresented minority
student in STEM. This survey should take about 5-7 minutes to complete. There are no right or
wrong answers. Your honest responses will be the most helpful to the study. You may skip any
question you do not wish to answer, and you may stop the survey at any time. All responses are
anonymous.
At the conclusion of the survey, you will be provided an opportunity, should you choose to do
so, to participate in a 50-60-minute in-person or web-based interview. A $15 Amazon gift card
will be provided to each interviewee at the conclusion of the interview. If you agree to
participate in the survey, please click “Continue” below:
Thank you in advance for your participation in this research project.
Link to Start Survey
Note - Throughout this survey, the following terms will be used. Please see the definitions for
your reference:
Underrepresented Minority Students (URM) - is comprised of African Americans, American
Indians/Alaska Natives, and Latinx population – who have historically comprised a minority of
the U.S. population that currently constitute 30 percent of the U.S. population, but by 2050, will
151
account for greater than 40 percent of the U.S. population (National Action Council for
Minorities in Engineering, 2013).
Culturally Relevant Pedagogy (CRP) - defined by Gloria Ladson-Billings as the “ability to
develop students academically, a willingness to nurture and support cultural competence, and the
development of a sociopolitical consciousness.”
Research Question/
Data Type
KMO
Construct
Survey Item (question
and response)
Scale of
Measurement
Potential
Analyses
1 Demographics –
Sample Description
NA Please indicate your
employment status at
LASC. (F/T or P/T)
Nominal Percentage,
Frequency
2 Demographics –
Sample Description
NA Which best describes
you? (Ethnicity)
__White
__Hispanic or Latinx
__Black or African
American
__Native American
__Pacific Islander
__Asian
__Mixed Race
__Other
__Prefer not to answer
Nominal Percentage,
Frequency
3 Demographics –
Sample Description
NA How do I identify?
(Gender)
__Female
__Male
__Gender variant /
Non-Conforming
__Transgender Male
__Transgender Female
__Not Listed
__Prefer not to answer
Nominal Percentage,
Frequency
4 Demographics –
Sample Description
NA What is your age?
(Age)
Nominal Percentage,
Frequency
152
__Under 25
__25 to 29
__30 to 34
__35 to 39
__40 to 44
__45 to 49
__50 to 54
__55 to 59
__60 to 64
__65 to 69
__Over 70
5 Demographics –
Sample Description
NA
How many years have
you taught in higher
education?
__Less than a year
__1 to 5 years
__6 to 10 years
__11 to 15 years
__16 to 20 years
__More than 25 years
Ratio Percentage,
Frequency,
Mode, Median,
Mean, Standard
Deviation,
Range
6 Demographics –
Sample Description
NA How many years have
you taught at LASC?
__Less than a year
__1 to 5 years
__6 to 10 years
__11 to 15 years
__16 to 20 years
__More than 25 years
Ratio Percentage,
Frequency,
Mode, Median,
Mean, Standard
Deviation,
Range
7 I am motivated to
continuously improve
my teaching style to
ensure learning
M - U Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
8 When a URM student
does well in science,
it is usually due to the
effort of the instructor
M - U Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
9 Designing learning
activities that provide
students an
opportunity to apply
course material to
real-life problems is
M - U Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
153
critical to STEM
learning.
10 Designing learning
activities where
students collaborate
on assignments and
projects together is
critical to STEM
learning.
M - U Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
11 Designing learning
activities where
students are provided
instruction and
support outside of the
classroom is critical in
STEM learning.
M - U Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
12 I am confident in my
ability to design
learning activities that
provide students an
opportunity to apply
course material to
real-life problems.
M - SE Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
13 I am confident in my
ability to design
learning activities
where students
collaborate on group
assignments and
projects.
M - SE Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
14 I am confident in my
ability to design
learning activities
where students are
provided instruction
and support outside of
the classroom.
M - SE Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
15 I am always looking
for new ways to teach
science so that all
students can succeed.
M - U Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
16 An instructor’s
teaching approach has
little to do with URM
M – U Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
154
students’ academic
performance.
17 Equity-minded
teaching is paramount
to my classroom
pedagogy
M - U Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
18 I am motivated to
support all my
students, but
especially URM
students, in persisting
in my course.
M - SE Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
19 I believe that some
instructors can have
an unconscious
attitude or stereotype
towards some
students that can
affect treatment of
students in the
classroom.
M - U Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
20 I believe that
culturally relevant
pedagogy and
practices support a
student’s academic
success (improved
grades, class
engagement,
completion of
assignments etc.)
M - U Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
21 ACC ensures that
faculty is aware of the
importance of
culturally relevant
pedagogy
O – CM Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
22 ACC is committed to
supporting faculty
with training on
different types of
instructional strategies
to incorporate in the
classroom
O - CS Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
155
23 Student equity is a
key focus for ACC as
an institution
O - CM Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
24 ACC provides an
adequate level of
institutional support
for me to incorporate
a variety of
instructional
strategies.
O - CS Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
25 ACC provides
opportunities for
professional
development on
culturally relevant
pedagogical strategies
such as collaborative
learning, experiential
learning,
supplemental
instruction among
others
O - C Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal Percentage,
Frequency,
Mode, Median,
Range
Thank you for your participation in the survey. If you are willing to participate in a 50-60 minute
interview to further discuss your instructional practices, please click on this independent link to
submit your contact information. Your contact information will not be tied to your responses to
the completed survey.
Link to Contact Information Survey
Thank you for your willingness to participate in the interview. Please provide the following
information so that I may be able to get in contact with you.
Name
Email
Phone Number
Area(s) of Science You Teach
156
APPENDIX C
INTERVIEW PROTOCOL
Script:
Thank you very much for your participation in this study. I am conducting research as part of my
EdD program in Organizational Change and Leadership with the Rossier School of Education at
the University of Southern California. The interview will take approximately 50-60 minutes and
will consist of 17 questions. There are no right or wrong answers. Please feel free to skip any
question you don’t want to answer, and you can stop the interview at any time. Your responses
will be kept confidential and will only be shared in summary form with no identifying
information. Specific recommendations will be made to LASC leadership related to improving
overall success and completion rates for underrepresented minority student in STEM as a result
of this study.
Again, your answers will be kept confidential, and will be summarized with other individual
responses so that no individual participant can be identified. I would like to record the interview
to help me remember your responses. Immediately following this session, I will upload the
recording to a secure server and delete it from my device. Within a week, I will transcribe the
session and permanently delete the recording. The transcription will be stored under a
pseudonym to protect your identity.
▪ Do I have your permission to record the interview?
▪ Do you mind if I also a jot down a few notes to jog my memory?
▪ Do you have any questions for me before we get started?
Please review and keep the information sheet in case you have follow-up questions – my contact
information is included. As a reminder, you can skip any question or stop the interview at any
time.
Then, with your permission we will get started.
Interview Questions
PART 1 - DEMOGRAPHICS
First, I would like to start this interview by getting to know a little bit about you:
1. What is your area of academic expertise?
2. How long you have been teaching overall?
3. How long have you been at LASC working as an instructor in the science department?
157
4. What made you become a science educator?
5. What would you say is your teaching philosophy?
PART 2 – STEM AND IMPLICIT BIAS
As you are aware, my study is focused on the lack of URM students in STEM. While the
number of URM students that have matriculated in colleges has increased in the past two
decades, there is still an underrepresentation of those obtaining STEM degrees. Research
suggests that roughly 40% of minority students who plan to major in engineering and
science majors end up switching to another major or failing to get a degree.
6. Tell me, what is your reaction to this as a science educator?
7. Implicit bias is defined as an unconscious attitude or stereotype that affects our actions,
beliefs, and memories. When we are unaware of these attitudes we may hold, they can
lead to unintentional discrimination.
a. Using the definition that has been outlined, do you believe that implicit bias exists
for underrepresented minority students?
PART 3 – INSTRUCTIONAL STRATEGIES
Now, I would like to explore the instructional strategies you may have possibly
implemented in your classroom.
8. Please describe a time when you felt that your students were not persisting in the
classroom. What kind of supports, if any, did you provide to that student(s)?
9. Collaborative learning is defined as a method of learning where students work in pairs or
small groups to discuss concepts or solutions to problems either in or out-of-class.
a. Is this a strategy you have implemented in your classroom? If so, could you share
how you implemented it?
158
10. Experiential learning is defined as a teaching approach that gives students an opportunity
to learn through direct experience such as solving real-life problems through case studies
and/or projects and applying concepts into practice inside and outside of the classroom.
a. Is this a strategy you have implemented in your classroom? If so, could you share
how you implemented it?
11. Supplemental instruction is a proactive approach that provides students assistance beyond
the time limitations of the traditional classroom to ensure they are receiving help before
they find themselves in academic difficulty. Examples of activities that can occur outside
of the classroom can consist of peer instruction, extra worksheets, practice tests, and
guided discussions with an instructor or tutor.
a. Is this a strategy you have implemented in your classroom? If so, could you share
how you implemented it?
12. If your institution moved forward with implementing the practices of collaborative, and
experiential learning as well as supplemental instruction because they have been shown
to support the success of URM students, how would you feel about implementing these
practices as part of your classroom pedagogy?
PART 4 – DEMOGRAPHICS II
Now that we are approaching the conclusion of this interview, I would like to ask a few
more questions about you:
13. In the context of exploring URM in STEM, I would like to ask how you identify for the
following questions:
What is your Gender?
159
What is your Race?
PART 4 – OTHER QUESTIONS (TIME PERMITTING)
14. Where were you educated in K-12, College & Universities?
15. What are the most challenging parts about being a science instructor? Why?
16. What are some of the great aspects of being a science instructor? Why?
17. What were experiences like with your STEM faculty in your school?
b. Any positive experiences?
c. Any negative experiences?
THE END
That concludes our interview. Thank you so much for taking the time to meet with me today.
Do you have any further questions or concerns?
160
Appendix D
Immediate Evaluation Instrument
Item
Number
Survey Question Survey Item Scale of
Measurement
KMO Construct /
Kirkpatrick Level
Q1 I found the training
engaging and informative
Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal L1 - Engagement
Q2 The training was
applicable to me and my
curriculum
Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal L1 - Relevance
Q3 I can define culturally
relevant andragogy
Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal L2 - Knowledge
Q4 I am aware of what
implicit bias is and how
it impacts historically
marginalized students
Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal L2 - Knowledge
Q5 I am motivated to
continuously improve my
teaching style to ensure
learning
Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal L2 - Commitment
Q6 Equity-minded teaching
is paramount to my
classroom andragogy
Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal L2 - Attitude
Q7 I believe that culturally
relevant andragogy and
practices support a
student’s academic
success (improved
grades, class
engagement, completion
of assignments etc.)
Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal L2 - Attitude
Q8 I am confident in my
ability to implement
culturally relevant
instruction
Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal L2 - Confidence
161
Q9 I can apply what I have
learned in the classroom
Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal L1 - Relevance
Q10 Please provide an
example of one way you
plan to implement
culturally relevant
instruction in your
classroom
Open-ended question
N/A L2 - Procedural
Q11 I plan to recommend this
training series to my
colleagues
Strongly Disagree,
Disagree, Uncertain,
Agree, Strongly Agree
Ordinal L1 - Customer
Satisfaction
Abstract (if available)
Abstract
The purpose of this study was to address the underrepresentation of racially minoritized students in the STEM field. Community colleges have emerged as institutions that are uniquely positioned to increase the number of racially minoritized students in STEM. To support the success of racially minoritized students in STEM, a recommended practice is to incorporate the use culturally relevant andragogy (CRA) into faculty instructional practices. The organization of study was a community college in Southern California. The primary stakeholder group for this study was science faculty at Assedo Community College (ACC), as they are the most front-facing with racially minoritized STEM students. The research questions that guided this study sought to explore science faculty’s knowledge and motivation related to employing proven CRA practices and the impact of the community college culture and context on their ability to do so. Informed by critical race theory, the study utilized the Clark and Estes’ (2008) knowledge, motivation and organizational influence model and utilized mixed-methods study. Results and findings collected from surveys, interview and syllabi suggested that science faculty members had a degree of awareness of CRA, but not all faculty have infused it into their curriculum. Additionally, science faculty recognized the utility of CRA but only possessed some confidence in implementing it. As an organization, though the community college has stated a commitment to equity, the data suggest faculty will benefit from focused professional development about the appropriate resources to do their job.
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Asset Metadata
Creator
Nagthall, Natalie V.
(author)
Core Title
(Re)Imagining STEM instruction: an examination of culturally relevant andragogical practices to eradicate STEM inequities among racially minoritized students in community colleges
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Publication Date
10/26/2020
Defense Date
10/07/2020
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
Community Colleges,culturally relevant andragogy,implicit bias,minoritized students,OAI-PMH Harvest,science faculty
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Seli, Helena (
committee chair
), Johnson, Jalin (
committee member
), Phillips, Jennifer (
committee member
)
Creator Email
nagthall@usc.edu,natalie@n2vconsulting.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-386264
Unique identifier
UC11666325
Identifier
etd-NagthallNa-9073.pdf (filename),usctheses-c89-386264 (legacy record id)
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etd-NagthallNa-9073.pdf
Dmrecord
386264
Document Type
Dissertation
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Nagthall, Natalie V.
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texts
Source
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(contributing entity),
University of Southern California Dissertations and Theses
(collection)
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Tags
culturally relevant andragogy
implicit bias
minoritized students
science faculty