Do students perceive faculty as responsible for equitable learning environments? Results from a mixed-methods study

Villarreal, Brandilynn; Vincent-Layton, Kimberly; Reynoso, Edelmira; Begay, Kayla; White, Kimberly N.

doi:10.1080/07294360.2022.2120856

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…Moreover, opportunities exist to orient existing faculty and staff toward students’ cultural backgrounds through culturally responsive teaching and mentoring. Some promising examples include ESCALA’s faculty and practitioner development programs (Otero-Diaz & Salazar, 2021; Villarreal et al, 2022) and university-sponsored faculty development opportunities (Espinoza & Rincón, 2023). Our study also raises important questions about how STEM faculty and administrators are encouraged or supported to engage in emotional and equity-based labor, as well as who institutional stakeholders see as responsible for this labor.…”

Section: Discussionmentioning

confidence: 99%

Culturally responsive mentoring: A psychosociocultural perspective on sustaining students of color career aspirations in science, technology, engineering, and mathematics (STEM).

Garcia,

Dueñas,

Rincón

2024

Journal of Diversity in Higher Education

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Section: Discussionmentioning

confidence: 99%

Culturally responsive mentoring: A psychosociocultural perspective on sustaining students of color career aspirations in science, technology, engineering, and mathematics (STEM).

Garcia,

Dueñas,

Rincón

2024

Journal of Diversity in Higher Education

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“…Facilitating meaningful discussions is essential for promoting collaboration and critical thinking among students. Instructors can create a supportive and inclusive environment where all voices are heard and respected by setting clear expectations, asking open-ended questions, and encouraging active participation (Villarreal et al, 2023). Moreover, fostering a culture of inquiry and reflection enables students to engage in deep learning and develop a deeper understanding of course material.…”

Section: Instructor Involvement In Fostering Inclusivity and Collabor...mentioning

confidence: 99%

Online learning and community engagement: Strategies for promoting inclusivity and collaboration in education

Chima Abimbola Eden,

Onyebuchi Nneamaka Chisom,

Idowu Sulaimon Adeniyi

2024

World J. Adv. Res. Rev.

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In recent years, the proliferation of online learning platforms has transformed the landscape of education, offering unprecedented opportunities for access and flexibility. However, as online learning continues to evolve, ensuring inclusivity and fostering collaboration within virtual communities remains a critical challenge. This review explores strategies aimed at promoting inclusivity and collaboration in online education settings. Firstly, it delves into the significance of creating a supportive online learning environment conducive to diversity. This involves implementing inclusive practices such as accessible course materials, accommodating diverse learning styles, and fostering a culture of respect and empathy among participants. Additionally, leveraging technology to facilitate real-time communication and interaction among learners from diverse backgrounds enhances inclusivity by breaking down geographical and cultural barriers. Secondly, the review examines the pivotal role of community engagement in fostering collaboration and mutual support among online learners. Establishing virtual communities where participants can engage in meaningful discussions, share resources, and collaborate on projects cultivates a sense of belonging and collective ownership of the learning process. Moreover, integrating collaborative learning activities such as group projects and peer reviews promotes active engagement and facilitates the exchange of diverse perspectives. Furthermore, the review highlights the importance of instructor involvement in fostering inclusive and collaborative online learning environments. Educators play a crucial role in designing inclusive curriculum, facilitating meaningful discussions, and providing constructive feedback that acknowledges diverse perspectives. Moreover, equipping instructors with training and resources to effectively manage online communities fosters a supportive learning environment conducive to collaboration and inclusivity. Promoting inclusivity and collaboration in online learning requires a multifaceted approach encompassing inclusive design, community engagement, and instructor support. By implementing these strategies, educators can create enriching online learning experiences that empower learners from diverse backgrounds to thrive and succeed.

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“I can’t bear sitting in this class”: exploring Iranian undergraduate female student experiences of their college classrooms

Hemmati,

Zarrinabadi,

Ebrahimi

2024

Learning Environ Res

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Do students perceive faculty as responsible for equitable learning environments? Results from a mixed-methods study

Cited by 3 publications

References 15 publications

Culturally responsive mentoring: A psychosociocultural perspective on sustaining students of color career aspirations in science, technology, engineering, and mathematics (STEM).

Culturally responsive mentoring: A psychosociocultural perspective on sustaining students of color career aspirations in science, technology, engineering, and mathematics (STEM).

Online learning and community engagement: Strategies for promoting inclusivity and collaboration in education

“I can’t bear sitting in this class”: exploring Iranian undergraduate female student experiences of their college classrooms

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