The authors investigated how STEM faculty teaching first-year engineering courses constructed teacher identities and responsibilities. Our research questions included: What discourses do faculty use to construct the meaning of student gender expression in their classroom? How do faculty discursively position themselves in relation to gender equity? What teacher identities and responsibilities do they construct through these discourses?
2 posts found.
Undergraduate STEM Instructors’ Teacher Identities and Discourses on Student Gender Expression and Equity
Tools of Exclusion: Race, Disability, and (Re)segregated Education
Examines the resistance to school desegregation and inclusion of students with disabilities in public education.