Understanding the Barriers of Culturally Relevant, Responsive, and Equity-Centered Teaching in STEM Higher Education: Faculty Insights from the Literature
DOI:
https://doi.org/10.32674/81ms1166Keywords:
STEM, Higher Education, culturally relevant pedagogyAbstract
Our review examined the existing literature on faculty perceptions related to implementing CRP in STEM higher education. Following PRISMA guidelines, we synthesized peer-reviewed studies from multiple disciplines to identify the trends in faculty perspectives on barriers to adopting CRP. The findings revealed two challenges: 1) resistance to CRP from students, colleagues, and institutional structures, and 2) limited understanding and practical constraints in applying CRP, as the broad classifications of the challenges faculty face with CRP. We also discussed the implications of overcoming the barriers. The implications highlight the need for more comprehensive professional development, institutional support, and a shift in disciplinary norms. This work adds to the growing conversations to create more culturally responsive learning environments in STEM higher education.
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