Investigating How Biology Faculty of Color Integrate Their Social Identities into Their Teaching and Mentoring

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Biology faculty of color integrate their social identities to improve teaching and mentoring for marginalized students, fostering inclusivity.
Findings showed that most faculty adopt race-conscious approaches, with some challenging dominant cultural norms in classrooms.
Semistructured interviews explored the experiences of biology faculty, focusing on how they navigate teaching within their social identities.
This work underscores the need for institutional changes to reduce cultural taxation and support faculty of color in STEM fields.

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Qualitative analysis reveals biology faculty of color adapt their teaching to support marginalized students, highlighting institutional challenges.

Pangilinan et al. (2025) studied this question.

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Qualitative analysis reveals biology faculty of color adapt their teaching to support marginalized students, highlighting institutional challenges.