This talk will draw from a qualitative study of the teaching experiences and pedagogical commitments of faculty in a higher educational institution to explore the unique relevance of social group identities for faculty and students in the STEM classroom. It will consider how faculty members with dierent social group identities address some issues – questions about their subject matter and questions about the authority of the faculty role – as well as issues pertaining to how social identity composition of the classroom implicitly and explicitly shapes the learning experiences of dierent kinds of students.

1. diversity
2. Inclusion in STEM