Inclusive Pedagogy

The goal of this workshop is three-fold: 1) to define inclusive pedagogy and its importance in the classrom; 2) to provide an overview of evidence-based practices; and, 3) to direct you to resources for futher reading and study.

Inclusive Pedagogy: What is it and why is it important?

"Inclusive pedagogy" may call to mind the UW System's attention to "Inclusive Excellence." Worth noting is that both define "diversity" inclusively, encompassing "individual differences (e.g. personality, learning styles, and life experiences) and group/social differences (e.g. race/ethnicity, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations) that can be engaged in the service of learning." Most students struggle to transition into college, but students of less privileged and more marginal backgrounds face even greater challenges as they enter what they can perceive to be an unwelcoming or even hostile environment (Carter, Locks, Winkle-Wagner, & Pineda, 2006; Kalsner & Pistole, 2003).

Inclusive classrooms are environments created by instructors and students in which everyone feels safe, supported, and encouraged to express their views and concerns. In these classrooms, the content is explicitly viewed from the multiple perspectives and varied experiences of a range of groups. Content is presented in a manner that reduces all students' experiences of marginalization and, wherever possible, helps students understand that individuals' experiences, values, and perspectives influence how they construct knowledge in any field or discipline. Inclusive pedagogy, then, means using a variety of teaching methods in order to facilitate the academic achievement of all students.

Inclusive pedagogy is important because it allows for equitable access to understanding and learning for all students. 

Evidence-Based Practices in Pedagogy: Five steps toward teaching inclusively

Resources for Further Study

Inclusive Excellence and Pedagogy

Carter, D. F., Locks, A. M., Winkle-Wagner, R., & Pineda, D. (2006, April). “From when and where I enter”: Theoretical and empirical considerations of minority students’ transition to college. Paper presented at American Educational Research Association annual meeting, San Francisco.

Kalsner & Pistole, 2003 "College Adjustment in a Multiethnic Sample: Attachment, Separation-Individuation, and Ethnic Identity" Journal of College Student Development Volume 44, Number 1, January/February 2003

Reducing Stereotype Threat

Croizet, J. C., & Claire, T. (1998). Extending the concept of stereotype threat to social class: The intellectual underperformance of students from low socioeconomic backgrounds. Personality and Social Psychology Bulletin, 24, 588–594.
Schmader, T., & Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity.Journal of Personality & Social Psychology, 85, 440-452.
Spencer, B., & Castano, E. (2007). Social class is dead. Long live social class! Stereotype threat among low socioeconomic status individuals. Social Justice Research, 20, 418 – 432.
Steele, C. (2011). Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. Reprint ed. New York: Norton.
Steele, C.M., & Aronson. J. (1995). Stereotype threat and the intellectual test performance of African Americans.Journal of Personality and Social Psychology, 69, 797–811.

Designing Courses Inclusively

Ambrose, S., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass. Chapter 6: “Why do Student Development and Course Climate Matter for Student Learning?”

Eddy, S.L. & Hogan, K.A. (2014). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? CBE--Life Sciences Education, 13, 453-468.

Harper, Shaun R. “Race-Conscious Student Engagement Practices and the Equitable Distribution of Enriching Educational Experiences.” Liberal Education 95.4 (Fall 2009): 38-45.

Regan A.R. Gurung, Nancy L. Chick, and Aeron Haynie. Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind. Sterling, VA: Stylus, 2008.

Diversifying Course Content

Carr, J. F. (2007). Diversity and disciplinary practices. In J. Branche, J. Mullennix, & E. Cohn (Eds.), Diversity across the curriculum: A guide for faculty in higher education (pp. 30- 37). Bolton, Massachusetts: Anker Publishing. 

Chang, M. (2002). The impact of an undergraduate diversity course requirement on students' racial views and attitudes. Journal of General Education, 25, 125-140. 

Diversifying Teaching Approaches

Johnson, D., Johnson R., & Smith, K. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3&4), 85-118.

Svinicki, M. & McKeachie, W.J. (2011). Active Learning: Group-Based Learning. In McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. (13th ed.). Belmont, CA: Wadsworth Cengage Learning.

Tanner, K.D. (2013). Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity. CBE--Life Sciences Education 12(3): 322–331.
Wlodkowski, R.J. & Ginsberg, M.B. (1995). Diversity and Motivation: Culturally Responsive Teaching. San Francisco: Jossey-Bass.

Yeager, D.S. & Dweck, C.S. (2012). Mindsets that Promote Resilience: When Students Believe that Personal Characteristics can be Developed. Educational Psychologist, 47(4), 302–314.