RUME 26
2024
Omaha, Nebraska
Exploratory Factor Analysis for a Measure of Fundamental Instructor Behaviors for Inclusion in Undergraduate Math Classes
Page: 879
A recent movement has developed to emphasize the importance of inclusive teaching practices in undergraduate STEM education. Mathematics courses have one of the largest impacts on students’ persistence and success in STEM majors, making efforts to improve diversity and inclusion in these classes all the more important. In this paper, we discuss our initial steps to develop a measure of students’ perceptions of instructor behaviors that promote inclusivity in their classrooms. This paper briefly discusses the initial development of items for our measure and focuses on our exploratory analysis of the latent factor structure and our process for defining these latent factors in the context of math instructors’ actions.