Inclusive Classrooms

As we settle into mid-semester, we should reflect, “Do my students feel like they belong in my class?” This is something that we should be thinking about often, but with all the moving pieces that comes with teaching, it can slip out of our minds. 

There are many aspects of creating an inclusive classroom. From fostering a sense of belonging to building rapport or updating classroom content, students notice the effort we put into our course. 

These acts of care (Hurtado, 2003 in Locks, Hurtado, Bowman, & Oseguera, 2008) can make the difference between whether a student will complete their program successfully. several goals create a sense of belonging.

1. Ensuring that students of underrepresented populations have the support they need to be academically successful.

2. Building relationships and developing multicultural skills with members from diverse backgrounds.

3. Enhancing students’ ability to participate in the global community.

4. Increasing the participation of students of color in campus life.

Every aspect of our courses should be considered when thinking about an inclusive classroom. 

Saunders and Kardia (1997) expanded on Hurtado’s list  by sharing these five aspects:  

1. Course content

2. Prior assumptions and awareness of potential multicultural issues in classroom situations

3. Planning of class sessions, including the ways students are grouped for learning

4. Knowledge about the diverse backgrounds of your students 

5. Decisions, comments, and behaviors during the process of teaching.

When reading these goals, do you feel that you have implemented them into your class and the broader campus community? Think about some of the feelings that came about when you embarked on your collegiate journey. Did you feel prepared? Were you missing your family and friends at home? Did you feel confident in your abilities as a student? These are some of the feelings your students may have and continue to have while they navigate college life in a pandemic. 

While this list is not exhaustive, creating an inclusive classroom takes a lot of work, but can reap greater reward.  If you’re having difficulty figuring out where to start, you can begin by reviewing these resources:

• Reinert Center Inclusive Teaching Resources

• Vanderbilt University Center for Teaching: Increasing Inclusivity in the Classroom

• University of Michigan Center for Research on Learning and Teaching: Creating Inclusive College Classrooms 

• Book- What Inclusive Instructor Do: Principles and Practices for Excellence in College Teaching by Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell and Mallory SoRelle

Resources

An article from the Center for Research on Learning and Teaching at the University of Michigan which addresses five aspects of teaching that influence the inclusivity of a classroom: 

Greer, A. (2014). Increasing Inclusivity in the Classroom. Vanderbilt University Center for Teaching. Retrieved September 2021 from https://cft.vanderbilt.edu/guides-sub-pages/increasing-inclusivity-in-the-classroom/
Saunders, S. and Kardia,D. (1997). Increasing Inclusivity in the Classroom. University of Michigan Center for Research on Learning and Teaching. Retrieved September 2021 from https://crlt.umich.edu/gsis/p3_1

Originally published in the February 2022 edition of SSWR DSC’s Monthly Monitor. Check it out here.