Exclusionary affect of biased rhetoric and passive teaching styles used by faculty in undergraduate STEM courses on females and underrepresented minorities, The
Research suggests that the culture in gateway undergraduate STEM classes does not promote an environment in which students feel welcome to ask questions and actively participate in the learning process. It has been observed that rhetoric used in these classrooms negatively affects underrepresented students in these fields. Gender and racial biases further play a negative role in whether or not students feel welcome in their STEM department (Malcom, 2016). Overall, the pervasive culture of undergraduate STEM education appears to ineffectively gauge student understanding due to stereotypes and ...
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