Inclusive teaching practices and other strategies to promote equity and belonging

Kevin R. Kennedy and Markus Brauer

Chapter 5 in Teaching Social Psychology, 2024, pp 55-68 from Edward Elgar Publishing

Abstract: Achievement gaps in grades and graduation rates persist between students from marginalized and non-marginalized backgrounds. Many groups, including students of Color, first-generation college students, LGBTQ+ students, women in STEM, religious minorities and students with disabilities, face both structural and psychological barriers that undermine their performance. In this chapter, we review 10 inclusive teaching practices aimed at reducing psychological barriers and promoting a more inclusive classroom climate. We briefly review the scientific evidence demonstrating the effectiveness of each practice and provide concrete recommendations on how social psychology instructors can implement them in their courses. Undergraduate social psychology courses are often students’ first exposure to the field, making them a critical determinant of students’ interest in social psychology and sense of belonging in the discipline. By adopting the inclusive teaching practices described in this chapter, instructors can create more equitable learning environments and promote the success of students from marginalized groups.

Keywords: Sociology and Social Policy; Teaching Methods (search for similar items in EconPapers)
Date: 2024
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