Comparing and Contrasting STEM and Non-STEM University TAs' Pedagogy
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| Title: | Comparing and Contrasting STEM and Non-STEM University TAs' Pedagogy |
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| Language: | English |
| Authors: | Ximena D. Burgin (ORCID |
| Source: | International Journal of Comparative Education and Development. 2025 27(3-4):258-272. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Assistants, Teacher Attitudes, Culturally Relevant Education, Undergraduate Study, STEM Education, Intellectual Disciplines, Training, Teacher Competencies, Graduate Students |
| DOI: | 10.1108/IJCED-04-2025-0048 |
| ISSN: | 2396-7404 2309-4907 |
| Abstract: | Purpose: This study aims to investigate the perspectives of university teaching assistants (TAs) regarding their preparedness to implement culturally responsive pedagogy (CRP) in undergraduate instruction. It aims to understand the extent to which TAs from Science, Technology, Engineering, and Mathematics (STEM) and non-STEM fields feel equipped to apply CRP principles and identify gaps in their training and support. Design/methodology/approach: A qualitative case study design was employed, involving individual semi-structured interviews with 30 university TAs. Thematic analysis, following Braun and Clarke's (2006) six-phase framework, was used to analyze the transcribed interviews. Additionally, Bartlett and Vavrus' (2017) comparative case study method supported an in-depth examination of differences and similarities in TA responses across disciplines. Findings: The findings indicate that most participants had received limited or no formal training on how to integrate CRP into their teaching. TAs expressed uncertainty about effective strategies for incorporating culturally responsive approaches, with notable variations in experience between STEM and Non-STEM participants. These results highlight a significant gap in TAs' professional preparation for inclusive pedagogy. Originality/value: This study contributes to the literature on CRP in higher education by centering the often-overlooked voices of TAs. It identifies specific areas for institutional improvement in TA training and offers insight into disciplinary differences in CRP engagement, informing future efforts in inclusive teaching development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491668 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to investigate the perspectives of university teaching assistants (TAs) regarding their preparedness to implement culturally responsive pedagogy (CRP) in undergraduate instruction. It aims to understand the extent to which TAs from Science, Technology, Engineering, and Mathematics (STEM) and non-STEM fields feel equipped to apply CRP principles and identify gaps in their training and support. Design/methodology/approach: A qualitative case study design was employed, involving individual semi-structured interviews with 30 university TAs. Thematic analysis, following Braun and Clarke's (2006) six-phase framework, was used to analyze the transcribed interviews. Additionally, Bartlett and Vavrus' (2017) comparative case study method supported an in-depth examination of differences and similarities in TA responses across disciplines. Findings: The findings indicate that most participants had received limited or no formal training on how to integrate CRP into their teaching. TAs expressed uncertainty about effective strategies for incorporating culturally responsive approaches, with notable variations in experience between STEM and Non-STEM participants. These results highlight a significant gap in TAs' professional preparation for inclusive pedagogy. Originality/value: This study contributes to the literature on CRP in higher education by centering the often-overlooked voices of TAs. It identifies specific areas for institutional improvement in TA training and offers insight into disciplinary differences in CRP engagement, informing future efforts in inclusive teaching development. |
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| ISSN: | 2396-7404 2309-4907 |
| DOI: | 10.1108/IJCED-04-2025-0048 |
