Inclusive Learning Environments Jon N. Hale Deanna Caveny-Noecker

A History of Segregation and Exclusion “I do not agree that we should send application blanks to those persons whom we know to be Negroes, because we know that we will refuse such persons admission even though academically qualified…I am impelled to say that I simply cannot, in good conscience, have any part in admitting other than white students into an institution for which I am responsible.” --- College of Charleston President George Grice, 1964 (quoted from Dr. Mari Crabtree, “The Struggle for Integration at the College of Charleston, 1943–2015”)

CofC Student Demographics (Fall 2015) White 79.6% African America 7.8%* Hispanic or Latino/a 4.6% Multiple Racial/Ethnic Identities 3.5% Asian 1.7% Non-Resident 1.4% Unknown/Unreported 1.0% American Indian/Alaska Native 0.2% Native Hawaiian/Pacific Islander 0.01% Citadel (8.1%; Clemson 6.6%; University of South Carolina 10.2%; Women 65% Men 35%

Instructional Faculty Fall 2014 Full-Time Part-Time Total Percentage Identify as Minorities 72 36 108 11.0% Women 252 227 479 48.9% Men 317 183 500 51.1% 569 410 979

Inclusive Learning Environments Pedagogical approaches to address the needs of students with a variety of backgrounds (race, class, gender, sexuality), learning styles, and abilities to foster an all-inclusive environment Assumes that classroom is not a neutral space or one of equality Assumes that students cannot “check” identity politics and socio-cultural experiences Assumes that faculty have an understanding of socio-economic, race, gender and sexuality context Recognizes the important of the classroom climate, which regulates students learning and the construction of knowledge

“Stereotype Threat” and underlying assumptions Stereotype threat refers to being at risk of confirming, as a self-characteristic, a negative stereotype about one's social group Perpetuates an “achievement gap” among students of color and women Recognize and attend to identity differences within your classroom Small group work and collaborative study techniques foster more cohesive dialogue

What our students tell us…. “ I understand why the lesbian in my literature class dropped the class. The professor made more than one comment about how homosexuality was perceived as unnatural in her country, but didn’t go on to explain the impact of that cultural assumption.” “ I understand why the lesbian in my literature class dropped the class. The professor made more than one comment about how homosexuality was perceived as unnatural in her country, but didn’t go on to explain the impact of that cultural assumption.” “It’s hard to adjust… coming from a predominantly Black high school to a campus in which I am often the only African American in the class.”

Scenario #1 “Getting off topic” and Following Student Concerns Be willing to get “off topic” around matters of discrimination. Thank the student for giving you the opportunity to see the impact of your actions. No academic discipline is without its flaws. Emphasize how we have learned from our mistakes and biases within our fields. Affirm the student for his willingness to educate his peers. Ask student for his permission to address this situation next class period to give the subject the time it deserves. Acknowledge the student when you do this.

Scenario #2 “Mis-gendering hurts” Ask ALL students for pronoun preferences on the first day of class ask and explain why you are doing this. Respond to emails from transgender students about name and pronoun changes. Accept that gender dysphoria and transphobia are real. THANK the student for talking to you about their transition and honor their requests. Ask the student if they would like to make other requests of you regarding how to handle related matters in class. Don’t say: I just don’t do well when it come to pronouns or the transgender thing. Meet more trans people and support their rights. Always assume you have LGBTQQAIP students. Become a Safe Zone Ally.

Scenario #3 “Triggering Language” You are responsible for making your classroom environment safe and respectful for all students. Language reflects and shapes culture. Interventions take courage and you will make mistakes. Be vulnerable and receptive rather than defensive when a student calls your attention to your oversights on “triggering” or problematic language.

Scenario #4 “Racial Isolation” Be vulnerable and receptive rather than defensive when a student calls your attention to feelings of isolation Do not assume that all students know or are interested in “their” culture and history and connect to a national agenda Don’t be a “savior” Stand upon your research, objectivity and expertise but be open to sharing your students’ expertise and experience Implement active learning strategies and collaborative group work to reduce pressure to perform for a particular group

Other Resources The Avery Research Center College of Charleston Safe Zone Women’s and Gender Studies African American Studies Gender and Sexuality Equity Center Innovative Technology for Innovative Instructors