Diversity and Inclusive Teaching
Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. Three imperatives make it essential for us to actively practice teaching for diversity, inclusion, and equity:
- Difference is an essential part of our history and current reality. Dealing with human diversity and differential status is intractable in America due to our national history of racism and tensions between individual freedom and the common good.
- Difference is an unstoppable part of our future. Classrooms are increasingly diverse and demography assures that this trend will continue.
- Diversity and inclusion improve teaching and learning. People learn and enrich their abilities to think critically and creatively as they engage in conversations across difference, especially when all learners’ abilities and attributes and embraced.
Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.
The Center for Teaching & Assessment of Learning (CTAL) hosts events and provides services and resources to support all who teach at the University Delaware in their efforts to employ inclusive teaching strategies.
- Diversity, Equity and Inclusion from the Chronicle of Higher Education
- Inclusive Teaching from University of Washington
- Creating Inclusive College Classrooms from University of Michigan, Center for Research on Learning and Teaching
- Is Diversity Relevant to What I Teach?
- NCTE (National Council of Teachers of English) statement provides context for doing the work of inclusive teaching. It makes a plea for building a more equitable system and classrooms that address the needs of all learners.
- Adams, M. Marchesani, L. Multidimentsional Approach to Faculty Development: Understanding the Teaching-Learning Process.
- Adams, M., Bell, L., & Griffin, P. (2007, 2nd ed) Teaching for Diversity and Social Justice . New York: Routledge.
- Antonio, A.L., Chang, M.J., Hakuta, K., Kenny, D.A., Levin, S.L., & Milem, J.F. (2004). Effects of Racial Diversity on Complex Thinking in College Students. Psychological Science.
- Armstrong, M.A. Small World: Crafting an inclusive Classroom (No Matter What you Teach)
- Gay, G. (2010, 2nd ed.) Culturally Responsive Teaching: Theory, Research, and Practice. New York:Teachers College Press: New York.
- Ginsberg, M. & Wlodkowski, R. (2009) Diversity and Motivation: Culturally Responsive Teaching in College. San Francisco: Jossey-Bass.
- Gross, B. (2009) Tools for Teaching. San Francisco: Jossey Bass.
- Steele, C. (2010)Whistling Vivaldi by Claude. New York: Norton.
- Sue, D.W. (2010) Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. New Jersey: John Wiley & Sons.
- Engaging Your Students on Issues of Race and Supporting Student Outcomes
- Communicating through your syllabus: Statements to include
- Further Syllabus Statements for Difficult Dialogues in the Classroom (From Professors at Whitman College)
- Diversity and Equity in Learning (Inclusive Teaching Handout)
- Culturally Responsive Teaching