DOI
https://doi.org/10.25772/RJ6F-WW84
Author ORCID Identifier
0000-0002-3720-4512
Defense Date
2022
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Jeffery Wilson
Second Advisor
Dr. Lisa Abrams
Third Advisor
Dr. Risha Berry
Fourth Advisor
Dr. Lisa Webb
Abstract
Seventy-six percent of all minority students who enter college with declared majors in science, technology, engineering, and mathematics (STEM) do not graduate with STEM degrees. Black students represent 40% of minority attrition from STEM. Implicit racial bias was indicated as a contributor to the challenges faced by Black students. The purpose of this study was to explore whether a researcher-instructor partnership brought awareness to and the potential for mitigation of implicit racial bias in course delivery and instructor interactions with Black students in STEM classes. A case study design was used over three phases to gather survey, observational, and interview data. The survey was used to collect descriptive data, data on instructor knowledge of implicit racial bias, and to recruit instructors to Phase 2 of the study. Phase 2 data were gathered through classroom observations and weekly meetings with each instructor over a 6-week period. Phase 3 data were collected using a semistructured interview to gather instructors’ perceptions of the study and benefits of the partnership. Surveys were completed by 19 STEM instructors. Four of the 19 instructors participated in the researcher-instructor partnership. Instructors reported joining the study to learn more about implicit racial bias and ways to improve instruction. Instructors found the partnership offered a respectful and comfortable space to discuss implicit racial bias. The partnership was beneficial in bringing awareness to the impact of implicit racial bias and in improving instructor-student interaction.
Keywords: implicit racial bias, mitigation, Black students, STEM, attrition, partnership, case study
Rights
© Jacqueline Johnson Wilson
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-13-2022
Previous Versions
Included in
African American Studies Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons, Social Justice Commons