What Really Matters for Instructors Implementing Equitable and Inclusive Teaching Approaches

Authors

Tracie Marcella Addy, Lafayette CollegeFollow
Philip M. Reeves, Johns Hopkins School of medicine
Derek Dube, University of Saint Joseph
Khadijah A. Mitchell, Lafayette College

ORCID IDs

Addy 0000-0003-0061-2595

Reeves 0000-0003-2684-604X

Mitchell 0000-0001-7639-9351

Date of this Version

Fall 2021

Document Type

Article

Citation

To Improve the Academy: A Journal of Educational Development (fall 2021) 40(1)

doi: 10.3998/tia.182

Comments

License: CC BY-NC-ND

Abstract

Supporting instructor implementation of equitable and inclusive teaching approaches is a critical area of focus in educational development. However, there is limited empirical evidence on factors that either support or hinder instructors’ implementation of inclusive teaching. The results of this national survey study reveal several predictors of instructors’ utilization of inclusive teaching approaches and reported obstacles faced. For this sample, knowledge of inclusive teaching was a statistically significant predictor of implementation, as was being from a non-STEM discipline. Responses highlighted promising approaches, several of which can inform the efforts of educational developers.