Background
Despite increased awareness, diversity and inclusion remain critical issues in the United States and its higher education system. There has been a decline in higher education and an increase in demographic diversity. However, inequities in academic achievement exist in race, ethnicity, and gender. Several perspectives exist on inclusion. For example, the American Colleges and Universities (AACU) has developed an approach to diversity through Inclusive Excellence, which helps guide universities and higher education practitioners—calling for “equity-minded practitioners” who are willing to champion diversity and inclusion in higher education. While much of their framework focuses on academic institutions, it does offer guidance for the educators themselves.
Perspective on Diversity
First and foremost, embracing diversity. Teachers must account for individual differences in personality, learning styles, and life experiences. They must also account for group differences from race/ethnicity, class, gender, sexual orientation, country of origin, culture, political, religious, and other affiliations. Second is the intentional and ongoing act of engagement with diversity in mind. Including the curriculum and communities in which the students might interact. To increase awareness, content knowledge, cognition, and empathy within the classroom and institution. Third recognizing underrepresented populations and creating opportunities to close the education gaps in student success and completion that may exist. Finally, a demonstrated awareness and willingness to address inequity.
Perspective on Inclusivity
Based on this, I have four key objectives. First, provide opportunities for students to share their unique perspectives and backgrounds, allowing students to learn from each other and utilizing pedagogical activities such as reverse circle discussion and fishbowl activities. Second, include diverse literature to avoid common method bias. For example, when studying the history of World War II, the American perspective is not as rich as having additional sources from concentration camp survivors, German soldiers, Japanese soldiers, and allied forces. Along with taking time to get to know the students—learning and acknowledging their names, origins, and interests. This demonstrates concern for the whole person and encourages open dialogue in the classroom. Next, respecting diverse people by drawing their culture into classroom conversations and using gender-neutral language. Finally, understand their learning goals. Why are they there, and what do they want to accomplish? Students come with different learning styles, talents, and objectives that are important for the instructor and classroom to be aware of.