{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,1]],"date-time":"2026-09-01T17:18:08Z","timestamp":1788283088058,"version":"build-2803163510"},"reference-count":65,"publisher":"American Society for Cell Biology (ASCB)","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LSE"],"published-print":{"date-parts":[[2026,9,1]]},"abstract":"<jats:p>\n                    While assertions are common about what fosters inclusive undergraduate STEM classrooms, few studies have systematically investigated student perspectives. Additionally, it is unclear how students broadly perceive active learning practices in relation to inclusion. As such, we purposefully investigated student perceptions of classroom inclusion across courses in a biology department enriched with evidence-based teaching and situated in an urban, public institution. Student perceptions were investigated using open-ended prompts on a department-wide, end-of-term assessment. Results revealed that students, across social identities, do indeed report active learning strategies\u2014as well as instructor interactions and collaborative classroom culture\u2014as fostering inclusion. Student reports about instructor practices associated with their inclusion or exclusion clustered into four mirrored categories:\n                    <jats:italic toggle=\"yes\">Building\/Dismantling the Instructor\/Student Relationship, Making\/Compromising Student-Centered Pedagogical Choices, Establishing Collaborative\/Non-Collaborative Classroom Culture,<\/jats:italic>\n                    and\n                    <jats:italic toggle=\"yes\">Portraying Science as Inclusive\/Exclusive<\/jats:italic>\n                    . These categories comprise a new analytical framework, the\n                    <jats:italic toggle=\"yes\">Student Perceptions of Instructor Practices<\/jats:italic>\n                    \u2014\n                    <jats:italic toggle=\"yes\">Inclusion\/Exclusion (SPIP-I\/E) Framework<\/jats:italic>\n                    , for investigating student perspectives on inclusion. Intriguingly, student reports about inclusion consistently alluded to instructor language, and the emergent\n                    <jats:italic toggle=\"yes\">SPIP-I\/E Framework<\/jats:italic>\n                    aligns with existing Instructor Talk frameworks. We hypothesize that modest differences in instructor language\u2014surrounding any teaching strategy\u2014may mediate and be a predictive, explanatory variable for student perceptions of inclusion.\n                  <\/jats:p>","DOI":"10.1187\/cbe.25-06-0124","type":"journal-article","created":{"date-parts":[[2026,8,13]],"date-time":"2026-08-13T17:41:12Z","timestamp":1786642872000},"source":"Crossref","is-referenced-by-count":0,"title":["Investigating Undergraduate Student Perceptions of Classroom Inclusion\u2014Emergence of the Student Perceptions of Instructor Practices\u2014Inclusion\/Exclusion (SPIP-I\/E) Framework"],"prefix":"10.1187","volume":"25","author":[{"given":"Mallory M.","family":"Rice","sequence":"first","affiliation":[{"name":"Department of Biological Sciences, California State University San Marcos, San Marcos, CA 92096"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lorenzo","family":"Lones","sequence":"additional","affiliation":[{"name":"Department of Molecular and Cell Biology, University of California, Berkeley, Berkeley, California 94720"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lucy M. 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