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Inclusion, Multicultural, and Diversity
Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and GenderSince the 1960s and the rise of the civil rights movement, American colleges and universities have been engaged in an ongoing debate about how best to enroll, educate, and graduate students from groups historically underrepresented in higher education: women, African Americans, Chicanos and Latinos, Native Americans, American-born students of Asian ancestry, and immigrants. As enrollment statistics show, changes in both the demographics of the applicant pool and college admissions policies are bringing about a measure of greater diversity in entering classes (Barbara Gross Davis, University of California-Berkeley).
Classroom Etiquette: A Guide for the Well-Intentioned Instructor
Fifteen starter-tips to help teachers think about the roles that race, ethnicity, gender, and sexuality play in the classroom, as well as how issues like names, eye-contact, and non-verbal behavior affect the classroom (Alison Bailey & Maura Toro-Morn, Illinois State University).
Cultural Diversity in the Classrooms
To adequately attend to cultural diversity in the classroom, teachers must look first at their own cultural background and understand how their biases affect their interactions with students. Then, teachers can examine the backgrounds and needs of the student population and understand their students' cultural biases as well (Center for Adolescent and Family Studies, Indiana University).
Teaching for Inclusion: Diversity in the College Classroom
University of North Carolina-Chapel Hill offers details chapter by chapter in this online booklet dealing with different nationalities, gender, and special needs.
Contact Lisa Harris, ADA Coordinator, regarding accommodations for persons with disabilities at ext. 8043.
