RUME 25
2023
Omaha, Nebraska
Understanding Instructors’ Beliefs and Obligations within Cultures of Exclusion
Page: 217
We present a study of how five early-career college math instructors using active learning describe their role as instructors and situate these descriptions in two existing theoretical frameworks: Herbst and Chazan’s theory of practical rationality and Louie’s culture of exclusion. This overlayed theoretical perspective, grounded in our case studies, points to levers for faculty professional development and instructional change.