Racially marginalized faculty self-report using inclusive pedagogy at slightly but significantly higher rates than White faculty¶
Claim · All claims
Evidence · 1 study · reviewr2·q2·i1small
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i1 In the 2017 FSSE data, marginalized faculty again self-reported inclusive practices significantly more often than White faculty, with standardized effect sizes between 0.03 and 0.08. → Sedlacek 2025
Evidence¶
Sedlacek 2025¶
Sedlacek, Q., Villa, A. M., III, Friend, M., Pérez, G., Dozier, S., Haeger, H., Lomelí, K., & Mejia, J. A. (2025). How Representation Matters: Conceptualizing Systemic Racism to Develop Diversity Research Agendas for Undergraduate STEM Education. Educational Psychology Review, 37:49. https://doi.org/10.1007/s10648-025-10021-7
q2 · i1 · review · r2
The review reports that the 2017 FSSE update (42 colleges) replicated the pattern with small standardized effects: "significant standardized effect sizes ranging between 0.03 and 0.08." The review characterizes the association as small and highly variable, and stresses it requires non-essentialist explanation.
"Nelson Laird et al. (2018) found significant standardized effect sizes ranging between 0.03 and 0.08, depending on the specific marginalized racial/ethnic identities and pedagogical practices being examined."
Discussion¶
Related Claims¶
- Within STEM, only Asian and multi-racial faculty identities were significantly associated with greater self-reported culturally inclusive teaching — a narrower finding that bears on this claim
- Underrepresented racial and first-generation students systematically report fewer institutional belonging opportunities than white and continuing-generation peers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
marginalized-faculty-self-report-inclusive-pedagogy-higher |
title |
Racially marginalized faculty self-report using inclusive pedagogy at slightly but significantly higher rates than White faculty |
description |
Racially marginalized faculty self-report using inclusive pedagogy at slightly but significantly higher rates than White faculty |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sedlacek-2025 |
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