Table 11 Comparison of URM professional identity with perceived instructional barriers
| Â | Sub-construct | Non-URM faculty (n = 62), Mean (SD) | URM faculty (n = 7), Mean (SD) |
|---|---|---|---|
EBIP implementation | % Low-effort EBIPs | 62.50 (27.07) | 57.14 (27.82) |
% Medium-effort EBIPs | 33.47 (20.72) | 28.57 (17.25) | |
% High-effort EBIPs | 32.80 (29.87) | 38.09 (35.63) | |
Perceived barriers | Students | 2.31 (.66) | 2.26 (.64) |
Departmental | 1.68 (.81) | 1.60 (.71) | |
Faculty beliefs | 2.06 (.61) | 1.78 (.73) | |
Limited supports | 1.76 (.61) | 1.60 (.71) | |
Prior experiences | 1.38 (.67) | 1.43 (.73) | |
Professional identity | Work-based | 3.94 (.72) | 3.93 (.51) |
Self-based teaching | 4.39 (.54) | 4.52 (.71) | |
Skill-based teaching | 4.55 (.53) | 4.50 (.71) | |
Self-based research | 4.18 (.99) | 4.43 (.68) | |
Skill-based research | 4.40 (.88) | 4.51 (.73) |