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Diversity by design: Broadening participation through inclusive teaching
Author(s) -
Goering Andrea E.,
Resnick Cheryl E.,
Bradford Kristie D.,
OthusGault Shan M.
Publication year - 2022
Publication title -
new directions for community colleges
Language(s) - English
Resource type - Journals
eISSN - 1536-0733
pISSN - 0194-3081
DOI - 10.1002/cc.20525
Subject(s) - demographics , diversity (politics) , equity (law) , inclusion (mineral) , curriculum , pedagogy , population , sociology , public relations , faculty development , community college , mathematics education , political science , psychology , medical education , professional development , social science , medicine , demography , anthropology , law
Although community colleges are increasingly diverse, student outcomes across demographics are not necessarily equitable, nor does the representation of student demographics in a given class always reflect the diversity of the greater institutional student population. To achieve colleges’ stated diversity and equity goals, we must broaden participation in our classrooms through inclusive teaching practices. This chapter shares the stories of four community college faculty change agents in STEM who have implemented inclusive teaching and broadening participation strategies. Specifically, the authors discuss how to build a sense of belonging, support classroom conversations on diversity, incorporate diverse perspectives into curricula, and broaden the participation and success of all students. Finally, the authors recommend actions for individual faculty, faculty communities of practice, institutions, and surrounding communities to spur culture change and help achieve diversity and equity through inclusion.