What diversity issues do I need to consider in my teaching?
As a teacher you will encounter diversity of every kind. It is important that you recognize and take this diversity in account when planning a class. You may want to consider, for example, how race, ethnicity, gender, sexual orientation, age, academic abilities and disabilities may affect your students' success with the course work. A principle to begin with is to be sensitive, thoughtful, and trust your instincts. Do what you think is right. Below are some strategies which will help you to work more effectively with a wider variety of students.
- Change language patterns that exclude or demean groups. For example, try
to use he and she in case examples and hypothetical statements. Encourage
your students to do the same.
- Be sensitive to terminology. For example, most Americans of Mexican ancestry
prefer Chicano or Latino or Mexican American to Hispanic and the use of the
term African American has gained acceptance over the use of negroes, blacks,
and Afro-Americans.
- Do not protect any one group. Be fair and even-handed.
- Select texts and readings which are gender neutral and free of stereotypes.
- Encourage everyone in your class to contribute to discussions.
- Do not tolerate disparaging comments from students - this includes intended
jokes.
- Monitor your behavior patters when responding to student's questions or
comments. Look for and eliminate patterns of favoritism.
- Be sensitive to students whose first language is not English.
- Help reentry students feel welcome - anticipate their anxiety about returning
to school.
- Be sensitive to the time pressures that reentry students may have as a result
of having families and jobs outside of school.
- Give students an indication of whether they have the requisite knowledge
and skills to succeed in your class.
- Include a variety of different kinds of assignments which are appropriate
to different learning styles.
- Prepare supplemental materials which may explain concepts from a different
perspective or in a different way.
- Distribute copies of model work.
In general, do not make assumptions about who your students are or what their needs are. Ask them about themselves, and learn what you can about the types of diversity that exist in your classroom. Make your curriculum as inclusive as you can.
Address questions or comments about TEP or this site to:
Georgeanne Cooper, Program Director, 64 PLC
Phone: 541-346-2177 Fax: 541-346-2184
Teaching Effectiveness Program, Teaching and Learning Center, University of Oregon.
Last Modified:
07/07/09