Educational Diversity: The Subject of Difference and Different Subjects

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In addition, Reddick, Jacobsen, Linse, and Yong offer a framework for inclusive teaching in the STEM disciplines that address student demographics, and the dimensions of multicultural education and inclusive teaching.

There is a great deal of evidence for strategies that instructors can adopt to ameliorate the impacts of stereotype threat and implicit bias in higher education classrooms. As we strive to create and sustain classrooms in which students are actively engaged in dialogues around their values and beliefs, conflicts in world-views and misunderstandings can be anticipated between instructors and students and students and peers. For creating and sustaining a multicultural classroom in which diverse perspectives are welcome, it is important for instructors to reflect on and develop their readiness to address how issues like stereotype threat, and implicit bias can play out in classrooms.

Stereotype threat is when a person who belongs to any social group about which there are stereotypes becomes overly worried about fulfilling the stereotypes of their social group Steel and Aronson, In higher education classrooms, this can lead to a range of cognitive and emotional responses of the affected student including being acutely self-aware, shutting down in class discussions, or withdrawing from the course. Implicit bias refers to the ordinary processes, or learned associations, in which we perceive, understand and judge other people based on our previous knowledge and values.

Implicit biases can act to exacerbate the effects of stereotype threat. Recent research indicates that there are concrete actions instructors can take to mitigate the activation of stereotype threat and the role of implicit bias in the classroom.

Engaging in self-reflective activities such as journaling, self-evaluative writing exercises, videotaping, and dialogue with colleagues are examples of ways to continue enhancing instructional skills in a diverse classroom. Domingue suggests that key elements for online courses incorporate many face-to-face and hybrid priorities. With some consideration, many of the strategies useful for developing knowledge and understanding of diverse perspectives, global awareness, or other cultures in face-to-face courses may often work in online and blended environments, too.

For example, an exercise developed by Randy Bass, Georgetown University, is helpful in developing perspective-taking in an online environment. At the beginning of the semester, students are given a writing assignment due the last week of class.

Embedding Equality and Diversity in the Curriculum discipline-specific guides | Advance HE

In this assignment, students are asked to copy out two points in the online discussions over the course of the semester: 1 one time when they think their contributions to the discussion influenced the thinking of a peer, and 2 one time when the contributions of a peer influenced their own thinking and explain how. For instructors, too, there may be some beneficial aspects in an online environment. Students may flounder in online courses if they fail to establish a sense of connection with the instructor and fellow students. As an instructor, it is essential to deliberately establish your presence and availability in the course and to intentionally facilitate students getting to know each other.

In addition to individual learning activities, consider incorporating both low and high stakes group assignments. This can help establish a positive interdependence between peers and foster group cohesion. Beyond the expected best practices of general course assessment and evaluation, courses with social justice learning outcome goals such as developing knowledge and understanding of diverse perspectives, global awareness, or other cultures should include regular instructor self-reflection and feedback from students on their perceptions of the learning environment.

Adams and Love address the importance of incorporating formative and summative forms of evaluations of teaching in such courses and underscore the importance of encouraging opportunities for self-reflection for both instructor and students. Additionally, a question on summative student evaluations of teaching protocols give students the opportunity to step back from their learning process and consider more broadly what has worked, or not, for them individually.

How to Bring Diversity in The Classroom

Nurtu ring Voices that Challenge the Dominant Narrative. Having safe and open environments to wrestle aloud with difficult conversation topics can be both essential and empowering. Students' racial and gender identities, however, can influence the extent to which they participate in discussions. Brown, M. K, Hershock, C. Teaching for retention in science, engineering, and math disciplines: A guide for faculty.

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  • How to Promote Equality & Diversity in the Classroom;

Center for Research, Learning, and Teaching. University of Michigan, No. Cashin, W. Manhattan, KS:. Fink, D. Warren, L. Managing Hot Moments in the Classroom. Derek Bok Center for Teaching and Learning. Harvard University. Online Document. Brave Classrooms and Courageous Conversations. Four Strategies to Engage the Multicultural Classroom. Creating an Inclusive Group Environment. Return to full list of Notes on Instruction.

  • The Subject of Difference and Different Subjects.
  • Inclusive Teaching Strategies.
  • Gender differences in the classroom | Educational Psychology.
  • The Son of a Certain Woman.
  • Threatening Europe (Contemporary History in Context).
  • Educational Diversity: The Subject of Difference and Different Subjects | SpringerLink.
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All Rights Reserved. These authors resist 'diversity' as a perfunctory performance indicator, to show that who is made 'diverse' or who can trade in 'diversity', works as an incipient geometry of power. This collection is therefore to be welcomed as it puts this formation under powerful scrutiny generating important resources for educators committed to asking awkward questions of educational and social inequalities. JavaScript is currently disabled, this site works much better if you enable JavaScript in your browser.

Publishing With Us. Book Authors Journal Authors. Free Preview. Buy eBook. Buy Hardcover. Making sure that learning materials do not discriminate against anyone and are adapted where necessary, e. Using a variety of teaching methods. Using a variety of assessment methods.

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The protected characteristics are: Age. Gender reassignment. Marriage and civil partnership.

Understanding Diversity

Sexual orientation. Making explicit to students the standards of conduct that you expect in the way that they interact and dealing promptly and appropriately with inappropriate behaviour. Identifying opportunities within your teaching for students to work collaboratively in diverse groups. Devising creative and respectful ways of using the diverse experiences of students to add value to the learning experience for everyone.

Equality and Diversity Classroom Activities Is diversity included within your teaching methods?

Gender stereotypes and education

Make use of current news events Promote debate and discussion by raising current issues and seeing what your students understand about the situation. Quizzes Host weekly quizzes on a set theme and learn how much your students know about different cultures, religions, disabilities etc. List things that come from abroad A quick activity you can do at the start of a lesson to introduce the theme of multiculturalism. Male or female? True or false? Learn languages Teach your students a few words in French, Spanish, Afrikaans, Chinese etc to raise their awareness of language barriers around the world.

Hold debates and discussions Divide your class into 2 teams. First impressions This is a good activity for older students. Tell stories Find a few stories that challenge perceptions and stereotypes, such as the tortoise and the hare which proves that first impressions can be deceiving.