BACKGROUND As higher education institutions strive to effectively support an increasingly diverse student body, they will be called upon to provide their faculty with tools to teach more inclusively, especially in science, technology, engineering, and mathematics (STEM) classrooms where recruitment and retention of students from underrepresented and disadvantaged groups present long-standing challenges. Pedagogical training approaches to creating inclusive classrooms involve interventions that raise awareness of student and instructor social identities and explore barriers to learning, such as implicit bias, microaggressions, stereotype threat, and fixed mindset. Such efforts should focus on embracing diversity as an asset leveraged to benefit all students in their learning. In this paper, we describe the impact of multiday, off-campus immersion workshops designed to impart faculty with these tools. Based on analysis of workshop participant data, we report the resulting changes in faculty knowledge of factors affecting classroom climate and student success in STEM, attitudes about students, and motivation to adopt new teaching practices aimed at fostering equitable and culturally responsive learning environments. RESULTS Key findings indicate that attendees (1) increased their knowledge of social identities and the barriers to learning in STEM classrooms, particularly those faced by students from underrepresented groups in STEM or socioeconomically challenged backgrounds; (2) changed their attitudes about students' abilities as science majors, shifting away from a fixed-mindset perspective in which characteristics, such as intelligence, are perceived as innate and unalterable; and (3) modified their teaching approaches to promote inclusivity and cultural responsiveness. CONCLUSION Faculty members, who are linchpins in the evolution of college classrooms into settings that provide students with equitable opportunities to succeed academically in STEM, can benefit from participating in immersion workshops structured to support their awareness of issues affecting classroom culture related to race/ethnicity, LGBTQ status, religious affiliation, ability, socioeconomic status, and other social identities that contribute to disparities in STEM achievement and persistence.

中文翻译：

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通过让 STEM 教师参与文化响应式教学研讨会来创建包容性课堂。

背景 随着高等教育机构努力有效地支持日益多样化的学生群体，它们将被要求为其教职员工提供更具包容性的教学工具，特别是在科学、技术、工程和数学 (STEM) 课堂中，来自代表性不足和弱势群体的学生面临着长期的挑战。创建包容性课堂的教学培训方法涉及提高学生和教师社会身份意识的干预措施，并探索学习障碍，例如内隐偏见、微攻击、刻板印象威胁和固定心态。这些努力应侧重于将多样性视为一种资产，以使所有学生的学习受益。在本文中，我们描述了多日的影响，旨在向教师传授这些工具的校外沉浸式研讨会。基于对研讨会参与者数据的分析，我们报告了教师对影响课堂气氛和学生在 STEM 中成功的因素、对学生的态度以及采用旨在促进公平和文化响应式学习环境的新教学实践的动机的知识的变化。结果 主要调查结果表明，与会者 (1) 增加了他们对社会身份和 STEM 课堂学习障碍的了解，特别是那些来自 STEM 中代表性不足群体或社会经济挑战背景的学生所面临的问题；(2) 改变了他们对科学专业学生能力的态度，从固定的思维模式转变 被认为是与生俱来的和不可改变的；(3) 修改他们的教学方法以促进包容性和文化响应能力。结论 教职员工是大学课堂演变为为学生提供在 STEM 学业上取得成功的公平机会的环境的关键，他们可以从参与旨在支持他们对影响与种族/民族相关的课堂文化问题的认识的沉浸式研讨会中受益， LGBTQ 身份、宗教信仰、能力、社会经济地位和其他导致 STEM 成就和持久性差异的社会身份。