{"id":{"repo_id":"texas-state","oai_identifier":"oai:digital.library.txst.edu:10877/24833"},"canonical_url":"https://search.dev.ndltd.org/etd/texas-state/oai:digital.library.txst.edu:10877/24833","repository":{"repo_id":"texas-state","name":"Texas State University","base_url":"https://digital.library.txst.edu/server/oai/request"},"display":{"title":"Exploring Postsecondary STEM Faculty's Experiences Teaching Underrepresented Minority Students in STEM Introductory Courses in an HSI","abstract":"The Science, Technology, Engineering, and Mathematics (STEM) introductory classes pose a barrier to Underrepresented Minority (URM) students' persistence in STEM due to several factors, including issues with curriculum design and teaching, as well as the prevalence of racial and gender oppression. STEM Faculty play a unique role in supporting URM students influenced by their racial identity and their participation in a STEM community of practice. However, the literature lacks research on faculty experiences and perceptions regarding how to support URM students and the role of race in their participation in a STEM community of practice. This is a phenomenological study (Moustakas, 1994) that collected White STEM teachers' experiences when instructing URM students in STEM introductory courses. Additionally, this study utilized a framework composed of communities of practice (Wenger, 1998), White race identity development (Helms, 2005), and culturally responsive teaching (Gay, 2018) to expose the role of faculty's racial identity development and a STEM community of practice in faculty’s use of culturally responsive teaching methods to support URM students. I conducted in-depth interviews with eight self-identified White STEM teachers currently teaching a STEM introductory course and participating in a STEM community of practice at a Southwest Minority-Serving Institution (SMSI), and analyzed the data using transcendental phenomenology (Moustakas, 1994). Such methodology helped me capture the role of White teachers' identity development and their participation in a STEM community of practice in the support they offer to URM students in STEM introductory courses.","abstract_html":"The Science, Technology, Engineering, and Mathematics (STEM) introductory classes pose a barrier to Underrepresented Minority (URM) students' persistence in STEM due to several factors, including issues with curriculum design and teaching, as well as the prevalence of racial and gender oppression. STEM Faculty play a unique role in supporting URM students influenced by their racial identity and their participation in a STEM community of practice. However, the literature lacks research on faculty experiences and perceptions regarding how to support URM students and the role of race in their participation in a STEM community of practice. This is a phenomenological study (Moustakas, 1994) that collected White STEM teachers' experiences when instructing URM students in STEM introductory courses. Additionally, this study utilized a framework composed of communities of practice (Wenger, 1998), White race identity development (Helms, 2005), and culturally responsive teaching (Gay, 2018) to expose the role of faculty's racial identity development and a STEM community of practice in faculty’s use of culturally responsive teaching methods to support URM students. I conducted in-depth interviews with eight self-identified White STEM teachers currently teaching a STEM introductory course and participating in a STEM community of practice at a Southwest Minority-Serving Institution (SMSI), and analyzed the data using transcendental phenomenology (Moustakas, 1994). Such methodology helped me capture the role of White teachers' identity development and their participation in a STEM community of practice in the support they offer to URM students in STEM introductory courses.","abstract_has_math":false,"creators":["Estevez Posadas, Blanca"],"institution":"Texas State University","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Developmental Education","degree_department":null,"school":null,"contributors":[],"advisors":["Suh, Emily K."],"committee_chairs":[],"committee_members":["Summers, Emily J.","Acee, Taylor W.","Hastings, Candace"],"year":2026,"date_issued":"2026-05","date_published":"2026-05","updated_at":"2026-07-27T21:22:35Z","subjects":["phenomenology","STEM","introductory classes","communities of practice","white race identity development","culturally responsive teaching"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10877/24833","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Suh, Emily K."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Summers, Emily J.","Acee, Taylor W.","Hastings, Candace"]},{"key":"dc:creator","label":"Author","values":["Estevez Posadas, Blanca"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-05-13T15:02:27Z"]},{"key":"dc:date.issued","label":"Date","values":["2026-05"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Developmental Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["phenomenology","STEM","introductory classes","communities of practice","white race identity development","culturally responsive teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10877/24833"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Science, Technology, Engineering, and Mathematics (STEM) introductory classes pose a barrier to Underrepresented Minority (URM) students' persistence in STEM due to several factors, including issues with curriculum design and teaching, as well as the prevalence of racial and gender oppression. STEM Faculty play a unique role in supporting URM students influenced by their racial identity and their participation in a STEM community of practice. However, the literature lacks research on faculty experiences and perceptions regarding how to support URM students and the role of race in their participation in a STEM community of practice. This is a phenomenological study (Moustakas, 1994) that collected White STEM teachers' experiences when instructing URM students in STEM introductory courses. Additionally, this study utilized a framework composed of communities of practice (Wenger, 1998), White race identity development (Helms, 2005), and culturally responsive teaching (Gay, 2018) to expose the role of faculty's racial identity development and a STEM community of practice in faculty’s use of culturally responsive teaching methods to support URM students. I conducted in-depth interviews with eight self-identified White STEM teachers currently teaching a STEM introductory course and participating in a STEM community of practice at a Southwest Minority-Serving Institution (SMSI), and analyzed the data using transcendental phenomenology (Moustakas, 1994). Such methodology helped me capture the role of White teachers' identity development and their participation in a STEM community of practice in the support they offer to URM students in STEM introductory courses."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["1 file (.pdf)"]},{"key":"dc:title","label":"Title","values":["Exploring Postsecondary STEM Faculty's Experiences Teaching Underrepresented Minority Students in STEM Introductory Courses in an HSI"]}]}],"canonical_facts":{"dc:contributor.advisor":["Suh, Emily K."],"dc:contributor.committeemember":["Summers, Emily J.","Acee, Taylor W.","Hastings, Candace"],"dc:creator":["Estevez Posadas, Blanca"],"dc:date.accessioned":["2026-05-13T15:02:27Z"],"dc:date.issued":["2026-05"],"dc:description.abstract":["The Science, Technology, Engineering, and Mathematics (STEM) introductory classes pose a barrier to Underrepresented Minority (URM) students' persistence in STEM due to several factors, including issues with curriculum design and teaching, as well as the prevalence of racial and gender oppression. STEM Faculty play a unique role in supporting URM students influenced by their racial identity and their participation in a STEM community of practice. However, the literature lacks research on faculty experiences and perceptions regarding how to support URM students and the role of race in their participation in a STEM community of practice. This is a phenomenological study (Moustakas, 1994) that collected White STEM teachers' experiences when instructing URM students in STEM introductory courses. Additionally, this study utilized a framework composed of communities of practice (Wenger, 1998), White race identity development (Helms, 2005), and culturally responsive teaching (Gay, 2018) to expose the role of faculty's racial identity development and a STEM community of practice in faculty’s use of culturally responsive teaching methods to support URM students. I conducted in-depth interviews with eight self-identified White STEM teachers currently teaching a STEM introductory course and participating in a STEM community of practice at a Southwest Minority-Serving Institution (SMSI), and analyzed the data using transcendental phenomenology (Moustakas, 1994). Such methodology helped me capture the role of White teachers' identity development and their participation in a STEM community of practice in the support they offer to URM students in STEM introductory courses."],"dc:format":["Text"],"dc:format.medium":["1 file (.pdf)"],"dc:identifier.uri":["https://hdl.handle.net/10877/24833"],"dc:language.iso":["en"],"dc:subject":["phenomenology","STEM","introductory classes","communities of practice","white race identity development","culturally responsive teaching"],"dc:title":["Exploring Postsecondary STEM Faculty's Experiences Teaching Underrepresented Minority Students in STEM Introductory Courses in an HSI"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Developmental Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas State University"]},"updated_at":"2026-07-27T21:22:35Z"}