New Study Shows STEM Faculty Sustain Inclusive Practices Amid New DEI Policies in Higher Education

May 14, 2026   |   By Karen Rivedal, Office of Research & Scholarship Communications

As hundreds of colleges and universities scale back or eliminate diversity, equity and inclusion (DEI) programs, a new study led by former UW–Madison researcher Selyna Pérez Beverly examines how some faculty and administrators across the country in science, technology, engineering and math (STEM) fields continue finding evidence-backed ways to support underrepresented students.

The study was done while Beverly worked as a postdoctoral research associate at UW–Madison’s Wisconsin Equity & Inclusion Laboratory (WeiLAB), based in the School of Education’s Wisconsin Center for Education Research.

Published online in the Journal of Diversity in Higher Education, Beverly’s article, “Utilizing an Inclusive Framework to Advance Equity in STEM Within an Anti‑DEI Landscape,” examines how participants in the National Science Foundation-funded Aspire Alliance Summer Institute (ASI) used an identity‑based professional development framework to support inclusive practices in their teaching, mentoring and leadership roles. The summer institutes were focused on creating more inclusive STEM faculty.

Beverly’s study arrives at a time when DEI efforts have been curtailed at higher education institutions across the country. Recent federal and state actions — including executive orders and legislation in states such as Florida, Texas, Ohio and Kentucky — have restricted or banned DEI offices, training and curriculum. The paper argues these policies have created a “chilling effect” on campuses, leaving faculty and staff uncertain about how to continue supporting diverse student populations.

Beverly’s research shows that STEM faculty who develop self‑reflexivity, described as an awareness of how their identity, power and privilege shape their relationships, can enact meaningful, inclusive practices. The importance of such practices for students and society is clear, the paper argues.

“There will continue to be a need for diverse thoughts and ideas to tackle the world’s most pressing challenges, especially as the world changes and diversifies,” the paper notes. “Improving faculty members’ ability to cultivate nurturing student relationships can lead to a sense of belonging and self-efficacy for all students, but particularly underrepresented students.”

A Framework for Inclusive Practice in STEM

The study centers on a type of training known as the Inclusive Professional Framework, developed through the Aspire Alliance. The framework has three interconnected domains: identity, intercultural awareness and relational skills designed to develop trust, communication and awareness of power dynamics. These domains help faculty cultivate an “equity mindset,” enabling them to view student experiences through a lens focused on institutional flaws and create more inclusive learning environments.

Beverly’s study draws on interviews with 11 STEM faculty, faculty trainers and administrators who completed the summer institute in 2021 and 2022. Most worked in states where legislative actions restricting diversity, equity and inclusion efforts were already passed or advancing.

“Participants were better equipped to have nuanced conversations with others about DEI,” the paper noted. “Participants were able to be intentional about their actions.”

Improving Belonging and Persistence

Findings from the study reinforce prior research showing that inclusive teaching and mentoring improve belonging, self‑efficacy and persistence for historically underrepresented students in STEM. Key insights include:

• Participants became more aware of institutional power dynamics and performative DEI efforts. They reported heightened understanding of how hierarchies, privilege and superficial DEI actions can shape campus culture.
• Anti‑DEI policies created fear, confusion and additional barriers. Participants described uncertainty about what was permissible, concerns about job security, and institutional pressure to avoid explicit DEI language.
• Despite barriers, participants used self‑reflexivity to guide inclusive actions. Even when DEI terminology was discouraged, participants applied framework principles in their daily work to adjust teaching practices, improve mentoring relationships, and support students through more equitable approaches.
• Participants felt better equipped to have nuanced conversations about identity, power and privilege. The summer institutes helped participants engage in deeper, more productive discussions about equity, even in politically sensitive contexts that impacted their daily work responsibilities.
• Time and motivation remained major challenges. Participants struggled to balance inclusive practices with heavy workloads and institutional pressures. Many persisted because they believed inclusive environments benefit all STEM students.

Given the study’s small sample size, the paper notes that future research is needed using a broader sample of STEM instructors trained to adopt a self-reflexive approach to promote the success of all students through inclusive, research-informed practices.

About the Researcher

Selyna Pérez Beverly worked as a WeiLAB researcher from fall 2022 to summer 2023. She became an assistant professor of education in August 2023 at Eastern Michigan University, where her interests and expertise include women’s issues in STEM, inclusive teaching, engineering education, academic advising, and diversity, equity and inclusion in STEM.

About the Wisconsin Equity & Inclusion Laboratory (WeiLAB)

WeiLAB conducts research on how to best promote equitable and inclusive learning and work environments in higher education. The lab uses original research, surveys and interviews to gather data on diversity and inclusion and provide recommendations to improve institutional practices. Learn more at weilab.wceruw.org.

About the Wisconsin Center for Education Research (WCER)

WCER at UW–Madison’s #1-ranked School of Education is one of the world’s oldest and most productive education research centers. WCER has supported researchers and scholars in developing, submitting, conducting and sharing grant-funded education research for over 60 years. Visit wcer.wisc.edu for more information.