SHORT, INFORMATIVE ARTICLES
Black students continuously experience, fight against and bear emotional scars from racism, which can lead to increased anxiety and poor mental health outcomes. Some colleges are just starting to address these issues.
Want to Reach All of Your Students? Here’s How to Make Your Teaching More Inclusive: ADVICE GUIDE; Chronicle of Higher Education; July 22, 2019; VIJI SATHY and KELLY A. HOGAN
“Teaching inclusively means embracing student diversity in all forms — race, ethnicity, gender, disability, socioeconomic background, ideology, even personality traits like introversion — as an asset. It means designing and teaching courses in ways that foster talent in all students, but especially those who come from groups traditionally underrepresented in higher education.”
The Case for Inclusive Teaching; Chronicle of Higher Education; February 27, 2018; Kevin Gannon
“Even with the expansion of campus activities and amenities, and the proliferation of student services, the fact remains: What happens with and between professors and students in the classroom — physical or online — remains the heart of our enterprise. It’s the critical element of year-to-year persistence and degree completion.”
What Anti-racist Teachers Do Differently: They view the success of black students as central to the success of their own teaching. PIRETTE MCKAMEY, JUNE 17, 2020
Instead of only asking black students who are not doing well in class to start identifying with school, we also ask teachers whose black students are not doing well in their classes to start identifying with those students.
Now is the time for universities to interrogate the inequities of traditional classroom settings to ensure they aren’t repeated online, says Jessica Rowland Williams, Times Higher Education, July 3, 2020
For colleges to achieve antiracism, equity and inclusion, one of the most effective actions will be for professors to stop talking so much in their classrooms, argue Scott Freeman and Elli Theobald. Inside Higher Education; Scott Freeman and Elli Theobald; September 2, 2020
The myth that underrepresented students leave science because they can’t keep up reflects an unwillingness to deal with the truth that it’s we who must change, Inside Higher Ed, Kerstin M. Perez, September 8, 2020
6 equity challenges that every college and university needs to address.
- Challenge Number 1: The Access Challenge.
- Challenge Number 2: The Non-Traditional Student Challenge.
- Challenge Number 3: The Transfer Student Success Challenge.
- Challenge Number 4: The Achievement Gap Challenge.
- Challenge Number 5: The Professorial Challenge.
- Challenge Number 6: The Teaching Challenge.
At a time like this, genuine leadership requires a multidimensional plan of action. My advice: Go big, or go home. Be bold. Go all-out. Offer a plan to advance equity along every vector.
It’s not only politic: It’s the right thing to do. Inside Higher Ed, Steven Mintz, September 15, 2020
A Report from The Steve Fund Crisis Response Task Force Fall 2020
Black parents feel it’s very important that their children earn a college degree, Michelle Singletary writes. But a degree doesn’t necessarily confer the same advantages it does for Whites.
Scholars discuss what it’s like to be a Black professor in 2020, who should be doing antiracist work on campus and why diversity interventions that attempt to “fix” Black academics for a rigged game miss the point entirely.
We often think of data as numbers only. Perhaps because of the ascendance of analyses grounded in technical and rational ideologies, numbers currently enjoy greater legitimacy as symbols of reality. When it comes to issues of race and higher education, we are bombarded with all kinds of numbers depicting the intractable persistence of inequality for students from communities and nations that have been the subject of colonization, oppression, and discrimination, that is, students who are oftentimes labeled “underrepresented minority”— or even more briefly, “URM”—by those who have the power to produce the numbers. Numeric data on these students fill policy reports, newspaper and magazine articles, and infographics, suggesting that, contrary to what one might expect 50 years after the Civil Rights Act, inequality is growing. While numbers can describe with some success dimensions of this inequality, they offer little insight into the reasons for it. Understanding why inequality is on the rise demands attention to other forms of information and evidence that are not quantitative in nature. Specifically, our language and discursive practices reveal much about the state of critical race analysis within higher education’ community of scholars, practitioners, advocates, and policymakers.
Non-Black faculty members have the power to help dismantle educational inequities, argue Viji Sathy, Kelly A. Hogan and Calvin M. Sims, and they suggest some practical ways for how to start. Viji Sathy, Kelly A. Hogan and Calvin M. Sims, July 1, 2020
“Inventory of Inclusive Teaching Strategies,” University of Michigan, August 24, 2017, Adapted for use by The Center for Research on Language and Teaching, University of Michigan. Some content adapted from Linse & Weinstein, Shreyer Institute for Teaching Excellence, Penn State, 2015.
“An inclusive classroom environment starts with course and syllabus design, reaches through the day-to-day interactions, and extends all the way to assessment practices for student work. Below is a range of resources that will assist you in fostering inclusivity at every step of the way.”
3 Tips to Make Any Lesson More Culturally Responsive, Zaretta Hammond, April , 2015
“Culturally responsive teaching is less about using racial pride as a motivator and more about mimicking students’ cultural learning styles and tools…Culturally responsive teaching leverages the brain’s memory systems and information processing structures. Why? Many diverse students come from oral cultural traditions. This means their primary ways of knowledge transfer and meaning-making are oral and active. It’s a common cultural tradition that cuts across racial groups: African American, Latino, Southeast Asian, and Pacific Islander communities all have strong oral cultures. Each of these cultural groups uses the brain’s memory systems for turning inert information into useable knowledge.”
Educause Review: “Inclusive Teaching and Course Design” by Chris Gamrat, Thursday, February 6, 2020
Soulaymane Kachani, Catherine Ross and Amanda Irvin offer concrete strategies that are guided by research to use in the classroom. Soulaymane Kachani, Catherine Ross and Amanda Irvin, Inside Higher Ed, February 19, 2020