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Table 11 Comparison of URM professional identity with perceived instructional barriers

From: The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results

  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)
  1. Perceived barriers on a scale from 1 = not at all a barrier to 5 = all of the time a barrier. Professional identity on a scale from 1 = strongly disagree to 5 = strongly agree