Using a Minoritized Graduate Instructor Identity to Cultivate an Inclusive and Diverse Learning Space

How to humanize the classroom climate and establish an authentic presence that can challenge the conventional Westernized classroom structure. How graduate instructors can use their malleable identity to their advantage in cultivating an inclusive community of diverse learners. There are experiences that are unique to graduate instructors, especially for those of us who come from underrepresented cultural backgrounds. These experiences can be utilized to construct a more inclusive and diverse learning environment, which could then encourage students to do the same

Exploring How We Teach: Lived Experiences, Lessons, and Research about Graduate Instructors by Graduate Instructors

This book combines the knowledge of 30 graduate student instructors sharing about how they teach and how they’ve learned how to teach

How Do Virtual Research Programs Influence Underserved Students' Sense of Belonging in STEM?

The purpose of this study is to investigate how a virtual mentored research program, the National Summer Undergraduate Research Project (NSURP), affects sense of belonging among underserved students in science fields. Examining the effects of virtual research programs can contribute to the body of research on ways to instill sense of belonging among underserved students, which can then increase the likelihood of their intentions to persist, and on strategies to support marginalized students and ultimately transform STEM fields into a diverse and equitable landscape. Using a mixed methods design, data were collected from racially minoritized students (N = 41) who participated in NSURP in summer 2023 through pre- and post-program surveys that included items on sense of belonging and through semi-structured interviews. Results from a paired-samples t-test and analysis of variance showed that students had an increase in sense of belonging following their participation in NSURP, with the increase being higher among first-generation students. However, these results were not statistically significant. Nonetheless, results from the interviews indicated that virtual research programs have the potential to inculcate sense of belonging by giving students representation and expanding their knowledge and skills. The results also indicated the importance of understanding the intersection of identities and how it impacts students’ experiences. Implications for practice, limitations of the study, and recommendations for future research are discussed

Do International Students in the U.S. Feel Existentially Isolated?

Existential isolation is the subjective feeling of being alone in one’s experiences and is associated with several negative psychological impacts, such as depression and social withdrawal. This study investigates if international students in the United States (U.S.) experience greater existential isolation than domestic students, and explores other variables that might affect existential isolation, including the participants’ native language, gender, and length of stay in the U.S. A total of 217 international and domestic students at a southwestern university completed an online survey that included a measure on their level of existential isolation and demographic information. Results from an independent samples t-test indicated that international students reported higher levels of existential isolation than domestic students. However, this difference is not statistically significant. Similarly, participants who were non-native English speakers expressed greater existential isolation. Participants who identified as men had higher existential isolation than those who identified as women. International students who had been in the U.S. longer showed lower existential isolation. The implication of these findings, limitations of the study, and recommendations for future research direction are discussed