Inclusion in the Classroom One Step at a Time

By: Selyna Pérez Beverly 

Before I went to school to get my doctoral degree, I was an academic advisor for a number of years. Through this experience working mostly with STEM students, I realized that so many students (particularly those underrepresented) were encountering very hostile environments. When I would advise students, it became clear to me which professors I should steer students away from and which I should recommend. The professors that were highly recommended were those who showed understanding, care, and concern for students. In STEM environments, and sometimes in other majors, there can be a culture of “weeding out” students that says “Pick yourself up from your bootstraps!” and “If you can’t make the cut, then you shouldn’t be here!” 

In the work that I did as an advisor, I realized that instructors have a powerful and privileged position in which they can really make a difference for a student. I constantly saw students who were struggling because they were working multiple jobs, had a family, were first-generation, and/or a student of color. These students were able to realize their full potential when they were supported by an instructor who showed compassion, understanding, and flexibility. Often, in the classes that did not do these things, most students failed and those that didn’t walked away with a bitter experience. 

It was this personal experience that led me to my current research on teaching and learning in STEM. Research indicates that instructors do indeed have a substantial impact on not only student learning but their beliefs about themselves, their confidence, and their sense of belonging in their major. My research focuses on understanding how instruction in STEM affects underrepresented students and how instructors conceptualize and implement inclusive practices. This is important work because it can improve both student retention and persistence. 

The big secret here is that when I talk about inclusive practices, they aren’t actually that hard to do. You may have taken some active learning workshops or learned about evidence-based teaching practices, which are all great tools to enact in the classroom. Inclusive teaching takes things a step further, with you first recognizing and being sensitive to the diverse needs of your students. For some students, showing that you care by, for example, asking students how they are doing with the stress of the semester and then adjusting your assignments, can be a valuable action that supports student success. Inclusive teaching is about recognizing the whole student and how you can show care, empathy, and consideration. bell hooks explains that treating students like “passive consumers” is not effective and that as instructors, we need to build a community where students feel that they belong and have a voice. In order to create this, inclusive practices in teaching can be effective. 

Inclusive practices are not limited to the classroom but can also be translated into various faculty roles and responsibilities including research mentoring, advising, and leadership. It is important for faculty to recognize their role in creating classrooms and environments where students feel welcomed, cared for, and supported. Currently, students are experiencing high levels of stress and anxiety that was exacerbated by the COVID-19 pandemic. Other world events have not helped to decrease the anxiety and mental health struggles our students are still encountering. With a pivotal election coming up, lack of food and housing security, and wars in the Middle East and in Eastern Europe, our students face even more stress. 

We as instructors can truly make a difference by considering small things we do in the classroom. Viewing our classrooms as a community can really help shape the student experience. When students have positive experiences, they are more likely to thrive and move forward successfully. The community you build in your classroom could make a difference in a student’s life. 

As already mentioned, inclusive practices are not limited to teaching but can be enacted outside the classroom as well. Just being more aware of the diverse backgrounds of our students can make a difference in how we approach others. We also shouldn’t make assumptions. If a student comes to your office hours and hasn’t shown up to class, rather than confronting them, asking the student if they are ok may be a better approach. Our students are struggling and that dose of empathy from an instructor can go a long way.  

I will close with one story that comes to mind when I think of inclusive practices. When I entered into my position as an academic advisor, I had taken over another person’s role who had retired. She was well-known for not being the nicest or most helpful advisor. Often she would tell students that they might as well quit because they just weren’t good enough. A few months into the beginning of my role, a student stopped by and asked for the previous advisor. When we told him she had retired he shared, “She told me that I should drop out because I would never get a degree in engineering, and I just stopped by today to tell her that I’m graduating this semester with my degree.” This story shows that this student was able to take those negative comments and prove someone wrong. But, unfortunately, many students do not do that and will end up dropping out because of how they are treated. 

Let’s think more carefully about our roles as instructors; our positionality, power, and privilege. We can make a difference in student’s lives, so let’s try our best to think deeply about inclusion in our faculty roles.