Diversity in the Diversity in the ClassroomClassroom

Diversity in the Diversity in the ClassroomClassroom

TA OrientationTA OrientationFriday, January 6, 2012Friday, January 6, 2012

Gatton College of BusinessGatton College of BusinessAnna Allen-EdwardsAnna Allen-Edwards

Introduction• “Wherever your path leads, never lose sight of

the humanity of others; never be guilty of ostracism or alienation because education is not simply about achieving academically as you have done. Education also embraces the understanding and the acceptance of, and respect for all people. Those qualities represent the conduit to peace in our world.”

• Mary Frances Early, 1st African American graduate of the University of Georgia, 2007 Commencement address excerpt

Objectives• Begin a dialogue• Offer some tools

– Strategies– Best practices– Personal reflection

According to Vice-President for Institutional Diversity Judy Jackson we mean:At UK, the concept of diversity embraces the many characteristics of human differences, including race/ethnicity, sexual identity/orientation, ideas and world views, national origin, gender, religion, age, physical ability, socio-economic status, and life experiences, to name some of those most commonly cited.  

What do we mean when we say “Diversity?”

What is our goal as it relates to “Diversity?”In a diverse community, consensus is not always the goal, but enlightenment, fairness and mutual respect are always the intended outcomes.  As a community of inclusion, we strive not only to celebrate the diversity among us, but also to allow ourselves to be challenged, affirmed, renewed and possibly transformed through our engagement across differences.

If we do it right… By making diversity a strategic goal of the institution, one achieved through curricular and co-curricular avenues, UK strives to improve the climate for learning and prepare students for meaningful and responsible engagement across diverse communities well beyond their UK years.

Who is in your classroom?Undergraduate Students

Just the Facts…Just the Facts…Just the Facts…Just the Facts…

In Fall 2011, 28,094 students were In Fall 2011, 28,094 students were enrolled at UK.enrolled at UK.

Undergraduate students at UK Undergraduate students at UK made up 72% of the total student made up 72% of the total student

bodybody

Just the facts…Just the facts…Just the facts…Just the facts…

Just the facts…Just the facts…Just the facts…Just the facts…

Women constituted just over Women constituted just over half (51%) of the UK student half (51%) of the UK student

body. body.

Just the facts…Just the facts…Just the facts…Just the facts…

One in four (25%) UK students came from One in four (25%) UK students came from out of state, mostly from states bordering out of state, mostly from states bordering

Kentucky. Kentucky.

Arts & Sciences was the largest college, Arts & Sciences was the largest college, enrolling 21% of students in Fall 2011. enrolling 21% of students in Fall 2011.

Just the facts…Just the facts…Just the facts…Just the facts…

In Fall 2011, 4,083 full-time In Fall 2011, 4,083 full-time students began their college students began their college

careers at UK, with an average careers at UK, with an average ACT Composite score of 25.4. ACT Composite score of 25.4.

Just the facts…Just the facts…Just the facts…Just the facts…

The 2011 first-year class The 2011 first-year class included 32 National Merit included 32 National Merit

Scholars and 394 students who Scholars and 394 students who participated in the Kentucky participated in the Kentucky

Governor’s Scholars and Governor’s Scholars and Governor’s School for the Arts Governor’s School for the Arts

programs. programs.

How does that impact you in the classroom?

• Not all students are the same and thus there are no “one size fits all” solutions for responding to ethnic, gender, cultural as well as socio-economic and geographic diversity in the classroom.

“Tools for Teaching”, Davis

How does that impact you in the classroom?

• There are some behaviors that reinforce a student’s sense of alienation and hinders his/her personal, academic and professional development.

• There are some behaviors that reinforce a student’s sense of alienation and hinders his/her personal, academic and professional development.

•Recognize any biases or stereotypes you may have.

What you can do …

What can you do?• If you have control over the content of a

course or at least of your section you should consider:– Whose voices, perspectives, and

scholarship are being represented?•Include multiple perspectives on each

topic.•Include as much as possible,

materials written or created by people of different backgrounds and/or perspectives.

And…–How are the perspectives and experiences of various groups being represented?•Are they being “marginalized”?

•Be aware of the portrayal of certain groups and don’t always use them as the negative example.

•Don’t limit every issue to black and white.

continued•Never Assume Anything!–Don’t assume anything about students’ learning behaviors and capacities.

Don’t assume …

•Students will seek help when they are struggling in class

Don’t assume …• Students from certain groups

are not intellectual, are irresponsible, are satisfied with below average grades, lack ability, have high ability in particular subject areas, etc.

Don’t assume …•Students from certain

backgrounds, from specific racial or ethnic groups or who speak with an accent are poor writers.

Don’t assume …

•Poor writing suggests limited intellectual ability

Don’t assume …–Older students or students with disabilities are slow learners and require more attention from the instructor.

Don’t assume …• European American students

do not have opinions about issues of race or ethnicity and members of other groups do have opinions on these issues.

Don’t assume …• Students from certain groups are

more likely to: be argumentative or conflictual during class discussions OR not participate in class discussions OR bring a more radical agenda to class discussions.

What you can do…• Treat each student as an individual and

treat with respect.– Convey the same level of respect and

confidence in the abilities of all your students.

– Don’t try to “protect” any group of students.

– Be evenhanded in how you acknowledge students’ good work.

What you can do…•Correct and change any language patterns or case examples that leave

out or put down any groups.

What you can do…

•Be as sensitive to terminology changes as

possible.

My bad!

What you can do…• Find out how students feel about the

cultural climate in your classroom.– Try to ensure your course materials are gender-

neutral and free of stereotypes.– Emphasize the importance of considering

different approaches and viewpoints.– Speak up promptly if a student makes a

distasteful remark, even jokingly.– Avoid singling out students as spokespersons.– Assign group work and collaborative learning

activities.

Planning considerations•Accommodations: Physical and Religious

Planning considerations

•Attendance: collect for ALL students

Planning considerations

•Grading: Don’t apply criteria based on “assumptions”.

Planning considerations

•Cultural Reference Points:

• don’t use only those familiar to you.

Planning considerations•Instructional strategies: Increase your repertoire to accommodate different learning styles.

Planning considerations•Controversial Topics: Plan to

prevent unintended outcomes, anticipate possible responses and be prepared to correct stereotypes and assumptions.

Planning considerations• Grouping Students for Learning:

•pay attention to group formation•Make sure the same individuals do not always put themselves in the position of leadership.

•Be ready to challenge assumptions.

Considerations for those educated abroad

• You may noticed how differently prepared our students may be.

• You may also be surprised at the informal behavior of some of our students and how they interact with professors

• You may also realize that many students have had no interaction with people from other countries

• You may notice that they also have a different form of nonverbal communication.

Resources

• Campus Resources• Student Affairs• Singletary Center for the Arts• The William T. Young Library• Campus Recreation• Student Center Online• The KY Kernel• Student-Run Free Clinic• Education Abroad at UK

• Student Organizations• Black Graduate and Professional St

udent Association• Center for Community Outreach• Chinese Students & Scholars Asso

ciation• First Generation Student Organizat

ion

• Gay-Straight Alliance• Hillel -Jewish Student Organization• Hispanic Student Dental Associatio

n• Indian Students' Association• International Student Council• Kentucky Dream Coalition• Minorities in Agriculture Natural Re

sources and Related Sciences

• Minority Educator's Association• National Association for the Advan

cement of Colored People• National Association of Black Acco

untants• National Association of Black Journ

alists• National Society of Black Engineer

s

• Office of International Affairs Ambassadors

• Shoulder to Shoulder Global - Student Association

• Taiwanese Student Association• The World Report• Turkish Student Association• Women in Mining

• Mentoring, Studying and Support Programs

• James W. Stuckert Career Center• The Study• Writing Initiative• The Math Resource Center

(Mathskeller)

• The Counseling and Testing Center• Appalachian & Minority Science,

Technology, Engineering, & Mathematics Majors (AMSTEMM

• University Services/Support• Counseling Center• LGBT Equity Network• UKCAN• VIP Center

And, last but not least…

• Diversity at UK• Institutional Research, Planning &

Effectiveness Diversity Data• Office for Institutional Diversity• UK Diversity Facts

References• Davis, B.G. Tools for Teaching. San Francisco: Jossey-Bass,

1993.• Broder, L.L.B. and Chism, N.V.N. “The Future is Now: A

Call For Action and List of Resources.” In L.L.B. Broder and N.V.N. Chism (Eds.), Teaching for Diversity. New Directions for Teaching and Learning, no. 49. San Francisco: Jossey-Bass, 1992.

• Chism, N.V., Cano, J., and Pruitt, A.S. “Teaching in a Diverse Environment: Knowledge and Skills Needed by TAs.” In J.D. Nyquist, R.D. Abbott, and D.H. Wulff (Eds.), Teaching Assistant Training in the 1990s. New Directions for Teaching and Learning, no. 39. San Francisco: Jossey-Bass, 1989.

continued• Flick, D. Developing and Teaching an Inclusive Curriculum. Boulder:

University of Colorado, Faculty Teaching Excellence Program, n.d.• Hall, R. M., and Sandler, B. R. The Classroom Climate: A Chilly One for

Women? Washington, D.C.: Association of American Colleges, 1982.• Institute for the Study of Social Change. The Diversity Project: Final

Report. Berkeley: University of California, 1991.• Pascarella, E.T. “A Program for Research and Policy Development on

Student Persistence at the Institutional Level.” Journal of College Student Personnel, March 1986, pp. 100-107.

• Pemberton, G. On Teaching Minority Students: Problems and Strategies. Brunswick, Maine: Bowdoin College, 1988.

• Sadker, M. and Sadker, D. “Ensuring Equitable Participation in College Classes.” In L.L.B. Border and N.V. Chism (Eds.), Teaching for Diversity. New Directions for Teaching and Learning, no. 49. San Francisco: Jossey-Bass, 1992.

“To TEACH is to touch a life forever.”