Promoting Peer Acceptance

Promoting Peer Acceptance of Diverse Learners in Inclusive Learning Environments

Equitable and inclusive learning is possible when all students are accepting of one another and recognize that individual differences strengthen the learning community.

Abstract

Peer acceptance establishes a solid foundation where all students may succeed socially, emotionally, and cognitively in an inclusive learning community. This website presents learner, instructor and pedagogical barriers to acceptance of neuro, gender, culturally and racially different learners by peers in inclusive learning communities. It also shows strategies for learners and teachers to promote acceptance of diverse learners conceptualized within the Universal Design for Learning (UDL) framework. The questions “Who,” “What,” “When,” “Where,” “Why,” and “How” are used to shape the context of implementing peer acceptance strategies. Finally, the website presents ideas for system supports necessary for implementing peer acceptance strategies.

Learning Outcomes

Justify the importance of peer acceptance in inclusive learning communities.
Describe teacher, learner and pedagogical barriers to peer acceptance in inclusive learning communities.
Explain strategies to promote peer acceptance in inclusive learning communities within the UDL framework.
Identify educational system supports required to implement strategies that promote peer acceptance in inclusive learning communities.

Note: items in bold in this website are defined on the Glossary page.

Why Peer Acceptance?

Peer acceptance evokes feelings of worthiness and positive self-concept (Ladd & Troop-Gordon, 2003) which are associated with higher academic outcomes (Ginsburg-Block, 2006) and likeliness to raise their hand (Böheim et al., 2020), an indication of motivation to participate in the learning community.
Peer acceptance contributes to resilience (Kochel et al., 2017)
Peer acceptance promotes a feeling of belongingness (Kochel et al., 2017)
Peer acceptance enables students to engage in joint learning tasks, such as conversations and collaborations (Ladd et al., 1997)

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