ArticleCBE life sciences education2023
Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events.
Article in CBE life sciences education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
18 citing papers in PubMed.
- What is Competition in STEM Classes? "It's Not Just the Curve".CBE life sciences education · 2026Article
- Political action is now crucial for US scientists.Nature human behaviour · 2026Article
- Design-a-scientist avatar: A new tool for analyzing gender and racial scientist stereotypes.PloS one · 2026Article
- Toward a theory of STEM academic departments as racialized organizations.Frontiers in sociology · 2026Article
- Perceived Inequities in STEM Classes Make Them Feel Competitive.CBE life sciences education · 2025Article
- Navigating the Culture of Biology: Comparing Latinas' Experience with Asian and Black Undergraduate Women at an MSI.CBE life sciences education · 2025Article
- Grade Disparities Associated with Student Demographics in Upper-Division Biology Courses Across Multiple Institutions.CBE life sciences education · 2025Article
- A curriculum to build learning assistants' critical consciousness and racial noticing lens.Journal of microbiology & biology education · 2025Article
- The Role of Faculty in Cultivating Thriving Campus STEM Ecosystems.CBE life sciences education · 2025Article
- Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach.CBE life sciences education · 2024Article
- University Biology Classrooms as Spaces for Anti-racist Work: Instructor Motivations for Incorporating Race, Racism, and Racial Equity Content.CBE life sciences education · 2024Article
- Challenging Misconceptions about Race in Undergraduate Genetics.CBE life sciences education · 2024Article
- Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion.CBE life sciences education · 2024Article
- How Do Students Critically Evaluate Outdated Language That Relates to Gender in Biology?CBE life sciences education · 2024Article
- Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits.CBE life sciences education · 2024Article
- Teachers' responses to racism and racist bullying in Dutch primary schools.Frontiers in psychology · 2024Article
- Student perceptions of inclusive pedagogy in undergraduate STEM classrooms.Journal of microbiology & biology education · 2023Article
- Re-Envisioning the Culture of Undergraduate Biology Education to Foster Black Student Success: A Clarion Call.CBE life sciences education · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Undergraduate science, technology, engineering, and mathematics (STEM) classrooms are not race-neutral spaces, and instructors have the power to center racial equity and inclusion in their instructional practices. Yet how instructors think about race and racism can impact whether and how they adopt inclusive practices. We examined how 39 undergraduate STEM instructors noticed anti-Black racialized events that were experienced by students in classroom narratives. We created narrative cases that described multiple common, harmful anti-Black racialized experiences based on extant research and guidance from an expert advisory board. Instructors responded to cases by describing the problems they noticed. Using frameworks of racial noticing and color-evasive racial ideology, we conducted qualitative content analysis of instructor responses. Color-evasive racial ideology was pervasive, with most responses (54%) avoiding any discussion of race, and few responses acknowledging race or racism in more than one event (10%). We characterized six forms of color-evasiveness. This study adds to a growing body of literature indicating that color-evasion is pervasive in STEM culture. Instructors would benefit from professional development that specifically aims to counter color-evasiveness and anti-Blackness in teaching. Furthermore, STEM disciplines must pursue systemic change so that our organizations value, expect, promote, and reward the development and enactment of a critical racial consciousness.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.