Building Inclusive Pedagogy: Recommendations From a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs. Linder, C., Harris, J. C., Allen, E. L., & Hubain, B. Equity & Excellence in Education, 48(2):178–194, 2015. ![Building Inclusive Pedagogy: Recommendations From a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation. Graduate programs in Higher Education and Student Affairs (HESA) prepare professionals to work in co-curricular learning environments with students on college campuses. When graduate students experience racially inclusive practices in their HESA graduate programs, they are likely to continue those practices in their student affairs work, resulting in more racially inclusive campus environments. HESA graduate programs attract a variety of students and strive to recruit students of color to match the growing racial diversity of undergraduate students on college campuses (Taub & McEwen, 2006). As HESA graduate programs continue to enroll more diverse cohorts, faculty must be cognizant of varying learning styles, previous educational experiences, and social identities of students in their classrooms (Danowitz & Tuitt, 2011). The field of HESA emphasizes inclusion, diversity, and social justice (American College Personnel Association & National Association of Student Personnel Administrators [ACPA & NASPA], 2010); therefore, faculty in HESA graduate programs have a unique responsibility to model effective practices when it comes to racial equity in classrooms. The purpose of this article is to recommend strategies for building inclusive learning environments in HESA graduate programs. Specifically, in this article we illuminate the racialized experiences of students of color in HESA graduate programs, highlighting their relationships with faculty, experiences in classrooms, and recommendations for inclusive pedagogical practices. We broadly refer to race as the social construction of categories often used for classification purposes; ethnicity as the particular identity within a racial category with which a person identifies; and culture as the set of values, rituals, and beliefs to which a person subscribes, often in relationship to their race or ethnicity. Additionally, throughout the collection of data, we encouraged student participants to define their own race, ethnicity, and culture and used the language they invoked whenever possible. After situating our work in the literature on racial microaggressions and in faculty's role in negotiating discussions about race in classrooms, we describe critical race theory (CRT) as a theoretical framework and methodology for conducting this study. Next, we share findings of the study, and we conclude with implications and recommendations for inclusive pedagogical practice in HESA graduate programs.
@article{linder_building_2015,
title = {Building {Inclusive} {Pedagogy}: {Recommendations} {From} a {National} {Study} of {Students} of {Color} in {Higher} {Education} and {Student} {Affairs} {Graduate} {Programs}},
volume = {48},
issn = {1066-5684, 1547-3457},
shorttitle = {Building {Inclusive} {Pedagogy}},
url = {http://www.tandfonline.com/doi/full/10.1080/10665684.2014.959270},
doi = {10.1080/10665684.2014.959270},
abstract = {In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation.
Graduate programs in Higher Education and Student Affairs (HESA) prepare professionals to work in co-curricular learning environments with students on college campuses. When graduate students experience racially inclusive practices in their HESA graduate programs, they are likely to continue those practices in their student affairs work, resulting in more racially inclusive campus environments. HESA graduate programs attract a variety of students and strive to recruit students of color to match the growing racial diversity of undergraduate students on college campuses (Taub \& McEwen, 2006). As HESA graduate programs continue to enroll more diverse cohorts, faculty must be cognizant of varying learning styles, previous educational experiences, and social identities of students in their classrooms (Danowitz \& Tuitt, 2011). The field of HESA emphasizes inclusion, diversity, and social justice (American College Personnel Association \& National Association of Student Personnel Administrators [ACPA \& NASPA], 2010); therefore, faculty in HESA graduate programs have a unique responsibility to model effective practices when it comes to racial equity in classrooms.
The purpose of this article is to recommend strategies for building inclusive learning environments in HESA graduate programs. Specifically, in this article we illuminate the racialized experiences of students of color in HESA graduate programs, highlighting their relationships with faculty, experiences in classrooms, and recommendations for inclusive pedagogical practices.
We broadly refer to race as the social construction of categories often used for classification purposes; ethnicity as the particular identity within a racial category with which a person identifies; and culture as the set of values, rituals, and beliefs to which a person subscribes, often in relationship to their race or ethnicity. Additionally, throughout the collection of data, we encouraged student participants to define their own race, ethnicity, and culture and used the language they invoked whenever possible. After situating our work in the literature on racial microaggressions and in faculty's role in negotiating discussions about race in classrooms, we describe critical race theory (CRT) as a theoretical framework and methodology for conducting this study. Next, we share findings of the study, and we conclude with implications and recommendations for inclusive pedagogical practice in HESA graduate programs.},
language = {en},
number = {2},
urldate = {2020-06-29},
journal = {Equity \& Excellence in Education},
author = {Linder, Chris and Harris, Jessica C. and Allen, Evette L. and Hubain, Bryan},
year = {2015},
pages = {178--194},
}
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As HESA graduate programs continue to enroll more diverse cohorts, faculty must be cognizant of varying learning styles, previous educational experiences, and social identities of students in their classrooms (Danowitz & Tuitt, 2011). The field of HESA emphasizes inclusion, diversity, and social justice (American College Personnel Association & National Association of Student Personnel Administrators [ACPA & NASPA], 2010); therefore, faculty in HESA graduate programs have a unique responsibility to model effective practices when it comes to racial equity in classrooms. The purpose of this article is to recommend strategies for building inclusive learning environments in HESA graduate programs. Specifically, in this article we illuminate the racialized experiences of students of color in HESA graduate programs, highlighting their relationships with faculty, experiences in classrooms, and recommendations for inclusive pedagogical practices. 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