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The Teaching Center, Washington University
Strategies for Inclusive Teaching
Beth Fisher, PhD, Director of Academic Services Michelle Repice, PhD, Assistant Director of Academic Services
teachingcenter.wustl.edu
1/14/2014
Opening Discussion: Talk with Neighbor (5 min)
What is INCLUSIVE teaching?
Why is it important to you?
Principles behind Inclusive Teaching
Pluralism, Collaboration
Equality of Opportunity Fairness
Central to learning and scholarship
Performance on a 30-Minute Verbal Test (Qs from GRE study guides + 3 anagrams)
Steele and Aronson, 1995
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Performance on a 30-Min Math Test (Qs from GRE)
Spencer, Steele, and Quinn, 1999
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No-Gender-Difference Gender-Difference
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Original Graph
Spencer, Steele, and Quinn, 1999
Performance on a 20-Min Math Test (Qs from GMAT)
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No-Gender-Difference Control
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Test Characterization
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Performance on a 20-Min Math Test (Qs from GRE; All Subjects were White Males)
Aronson et al., 1998
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Stereotype Threat Control
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Original Graph
Stereotype Threat: Summary of Major Points
• Awareness of stereotypes that others may apply to one’s group can depress academic performance, even when awareness of stereotypes is not explicitly “triggered”
• Stereotype threat is situational
• Can affect anyone, depending on context, but does affect some more than others
• More prevalent when students strongly identify with domain in which they are being tested
Inclusive Teaching: Reducing the Threat
Avoid referring to tests, or to performance, as measures of “natural ability”
Foster a “growth mindset”--intelligence is not a fixed, “natural” ability, but grows over time
Combine high standards with idea that all can achieve
Diversify curricula, faculty, and enrollment
reducingstereotypethreat.org
Inclusive Teaching: Course Content
Plan for inclusive content
Select readings and course materials that reflect diverse perspectives and contributors to the field
Use varied examples and socio-cultural contexts in lecture, exam questions, assignments, and case studies
Pay attention to the representation of people and groups in visuals and in language
Inclusive Teaching: Classroom Climate
Encourage full participation
Set expectations and ground rules
Challenge all students
Respond respectfully to individual contributions
Manage “Hot Moments”
Managing “Hot Moments”
silencing offensive speech
anticipate, prepare, provide structure
Inclusive Teaching Strategies
Provide structure for students to work in diverse groups
Utilize a variety of teaching methods
Grade with rubrics or other methods that promote fairness
Gather feedback from colleagues and students
Next Steps
1. Now: please take 1-2 minutes to record . . .
An idea, insight, or question that you want to remember and use in your teaching
2. After the workshop . . .
Review notes, handouts, references. Use the provided worksheet to reflect on and
develop this idea, insight, or question (or a strategy from the handout or provided references)
References: 3 Studies on Stereotype Threat
Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). When White Men Can’t Do Math: Necessary and Sufficient Factors in Stereotype Threat. Journal of Experimental Social Psychology, 35, 29-46.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69, 797-811.
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28.
Additional References: Broad Reach and Mechanics of Stereotype Threat
Verbal test: Latino and white students (Gonzales, Blanton, & Williams, 2002; Schmader & Johns, 2003),
Verbal test: French students from lower and higher socio-economic backgrounds (e.g., Croizet & Claire, 1998; Harrison, Stevens, Monty, & Coakley, 2006)
White students when in situations where they feared being judged as racist (Frantz, Cuddy, Burnett, Ray, & Hart, 2004)
Evidence that stereotype threat reduces working memory capacity (Schmader, & Johns, 2003)
Full citations and discussion at reductingstereotypethreat.org
Helpful Resources
The Center for Integrating Research, Teaching and Learning’s (CIRTL) web pages have case studies related to diversity in STEM Education. http://cirtl.net
The Center for Research on Teaching and Learning (CRLT) at the University of Michigan publishes inclusive strategies, as well as a series of Occasional Papers presenting research on diversity in higher education at http://www.crlt.umich.edu/multicultural-teaching/inclusive-teaching-strategies
Steele, C. M. (2002). Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. New York: Norton.
Warren, L. (2006). Class in the Classroom. (2002). http://isites.harvard.edu/fs/html/icb.topic58474/class.html.
--------. Managing hot moments in the classroom. Retrieved from: http://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.html
Performance on a 30-Minute Verbal Test (Qs from GRE study guides)
Steele and Aronson, 1995
Performance on a 30-Min Math Test (Qs from GRE)
Spencer, Steele, and Quinn, 1999.
Spencer, Steele, and Quinn, 1999.
Performance on a 20-Min Math Test (Qs from GMAT)
Performance on a 20-Min Math Test (Qs from GRE)
Aronson et al., 1998
