Diversity and Inclusion

Guideline: The educational experiences of all students are enhanced when the diversity of their experiences are acknowledged, valued, and drawn on in learning and teaching approaches and activities. Create an inclusive classroom environment by considering: diversity of students (racial, ethnic, gender, socio-economic, as well as academic); diversity of pedagogy: and diversity of content.

Diversity applies to a number of aspects of student identity, including race, ethnicity, class, gender, sexuality, age, and political and religious beliefs…teaching and learning practices…should celebrate diversity and be inclusive of student identities.  This means giving thought to the attitudes, beliefs and expectations of students as individuals, and considering how these influence their approaches to learning and their interactions with yourself and with peers in the design of curricula, in the translation of curricula into day-to-day teaching and learning, and in the assessment of learning, every effort should be make to be aware of student diversity and to devise experiences that allow all students to participate equally and to benefit equally.

James, R. H. and G. Baldwin (1997). Tutoring and demonstrating: A guide for the University of Melbourne, Centre for the Study of Higher Education, University of Melbourne.

A racially and ethnically diverse university student body has far-ranging and significant benefits for all students.

Gurin, P. (1999). "Expert Report." Gratz et al. v. Bollinger, et al." No. 97-75321 (ED Mich.);" Grutter, et al. v. Bollinger, et al." No. 97-75928 (ED Mich.)." Equity & Excellence in Education 32(2): 36-62.

 

Additional references

Astin, A. W. (1993). "Diversity and multiculturalism on the campus: How are students affected?" Change: The Magazine of Higher Learning 25(2): 44-49.

Cohen, G. L., et al. (1999). "The mentor’s dilemma: Providing critical feedback across the racial divide." Personality and Social Psychology Bulletin 25(10): 1302-1318. doi:10.1177/0146167299258011

Cohen, G. L., et al. (2009). "Recursive processes in self-affirmation: Intervening to close the minority achievement gap." Science 324(5925): 400-403.

Cuyjet, M. J., (2006). African American Men in College, Jossey-Bass.

Espenshade, T. J. and A. W. Radford (2009). No longer separate, not yet equal: Race and class in elite college admission and campus life, Princeton University Press.

Gurin, P., et al. (2002). "Diversity and higher education: Theory and impact on educational outcomes." Harvard Educational Review 72(3): 330-367.

Hurtado, S., (1996).  “How diversity affects teaching and learning”, The Educational Record, vol. 7, no. 4, pp. 27-29.

Northedge, B., (2003).  “Rethinking teaching in the context of diversity”, Teaching in Higher Education, vol. 8, no. 3, pp. 17-32.

Ouellett, M.L., ed. (2005). Teaching Inclusively:  Resources for Course, Department & Institutional Change in Higher Education, New Forums Press, Stillwater, OK.

Richardson, J.T.E., (1994). “Cultural specificity of approaches to studying in higher education:  A literature survey”, Higher Education, vol. 27, pp. 449-468.

Steele, C.M., (1999). Thin ice:  Stereotype Threat and Black College Students. The Atlantic Monthly, August, pp. 44-54.

Steele, C. M., Spencer, S. J., & Lynch, M. (1993). Self-image resilience and dissonance: The role of afirmational resources. Journal of Personality and Social Psychology, 64:885-896.

 

Diversity of Pedagogy

Karen Barad (1995). A Feminist Approach to Teaching Quantum Physics, in, S. Rosser (Ed.), Teaching the majority: Breaking the gender barrier in science, mathematics, and engineering (pp. 43–75). New York: Teachers College Press.

Nancy W. Brickhouse (2001). “Embodying Science: A Feminist Perspective on Learning”, Journal of Research in Science Teaching, Vol. 38, No. 3, PP. 282-295.

Amy Bug (2003).  “Has Feminism Changed Physics?”, Signs, Vol. 28, No. 3, Gender and Science: New Issues, pp. 881-899.

bell hooks (1994). Teaching to Transgress: Education As the Practice of Freedom, Routledge Press.

Annie Howell and Frank Tuitt (2003) Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms.

Maralee Mayberry (1998). “Reproductive and Resistant Pedagogies: The Comparative Roles of Collaborative Learning and Feminist Pedagogy in Science Education”, Journal of Research in Science Teaching, Vol. 35, No. 4, PP. 443–459.

 

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