Faculty: Classroom Resources for Inclusion

This chapter outlines the concepts of social class privilege, highlights the experiences of students navigating social class, and examines the role of code‐switching as a strategy to navigate higher education.

The recent student movement activities across the nation marked a new era in student activism in higher education. Similar to past student movement eras, a powerful aspect of these activities was the issuance of demands to change various institutional policies, procedures, and infrastructure to promote diversity as well as equity and inclusion. Student demands were often concerned with changing issues that hampered the academic and social well-being of marginalized students.

This study explored instructors' perspectives on designing a cross-cultural collaborative online learning framework. Particularly, instructional strategies that promote designing a cross-cultural collaborative online learning framework. It also investigated challenges instructors face in designing a cross-cultural collaborative online learning framework.

This paper draws attention to gendered inequalities in relation to pedagogic participation, the politics of difference and the concept of ‘shame’.

This article discusses two large initiatives undertaken at a midsized public university that are designed to achieve academic equity for all students: the identification and elimination of academic equity gaps among students from underserved populations, especially in general education courses, and the development of an equity-minded campus culture that embraces diversity and serves all students equally.

This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies.

The current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students.

This article provides a comprehensive and useful guide for developing a syllabus that assists with the integration of EDI, as the syllabus is the first opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information.

The present study aims to examine strategies used by higher education practitioners to address diversity and inclusion in teaching and learning.

Cultural Diversity and Ethnic Minority Psychology is a scholarly journal that seeks to advance the psychological science of culture, ethnicity, and race through the publication of empirical research, as well as theoretical, conceptual, and integrative review articles that will stimulate further empirical research, on basic and applied psychological issues relevant to racial and ethnic groups that have been historically subordinated, underrepresented, or underserved.

A source of critical news, information and insightful commentary on the full range of issues concerning diversity in American higher education.

The Journal of Cultural Diversity (JCD), published quarterly, is the journal of choice for educators, researchers, and practitioners involved in cultural diversity and the delivery of care, the development and implementation of programs, the formulation of policies, and the pursuit and analysis of research. First published in 1994, JCD unites theory, research and practice issues related to cultural diversity from the perspective of a variety of disciplines under one cover.

Journal of Diversity in Higher Education largely publishes empirical research focused on issues related to issues of diversity, equity, and inclusion in post-secondary environments. Our manuscripts address the experiences and outcomes of individuals from underrepresented and underserved communities, focusing on institutional barriers and challenges, patterns of access and achievement, and the impact of engaging with diverse students, faculty, and administrators.

Journal of Learning Disabilities (JLD) provides specials series (in-depth coverage of topics in the field, such as mathematics, sciences and the learning disabilities field as discursive practice), feature articles (extensive literature reviews, theoretical papers, and position papers), research articles (reports of qualitative and quantitative empirical research), and intervention articles (overviews of successful interventions). This journal is a member of the Committee on Publication Ethics (COPE).