Teaching a Diverse Audience Katharine Carter and Lara Meredith

2 Overview The Diversity agenda Case studies and discussion Support at Nottingham National and institutional context Changing student population New legislation Shift from institutional to personal liability in legislative approach

3 Student population

4 University policies Current policies and practice Disability, race and gender action plans – for staff & students DAPs and DLOs in Schools Other domains From Spring 2009 a new ‘Equality Duty’ on public bodies Sexual orientation & gender reassignment Age Religion and belief A systematic and evidence-based approach to all equality areas is expected in all documentation and teaching activities

5 Implications for individuals Agendas: Treating colleagues and students with respect Knowing how to deal with confidentiality & disclosure Using non-judgemental language Supporting colleagues and students according to need, rather than ‘all the same’ Responding to people as individuals rather than stereotypes Implementing varied and inclusive teaching

6 Institutional Policies Approaching Equality and Diversity Individual student Needs & identities Curriculum development and content Teaching & Learning

7 Thinking about teaching One example - Gender and Classroom dynamics Do men and women behave differently in the classroom?

8 Student behaviours Female students are : Less likely to raise their hands to answer Less likely to call out and demand teacher attention Less likely to have their comments credited or praised Less likely to get peer support if they break rules or speak out of turn More likely to be interrupted

9 Teacher behaviours Teachers are more likely to :- Call on male students to answer Remember males students’ names Give male students more eye contact Ask harder questions to male students Wait longer for male students to answer Give more advice on independent learning (Sadker and Sadker, 1990)

Do I do that? How would I know if I did?

11 Practical teaching behaviours 1. Have materials available in advance 2. Produce clear materials 3. Structure sessions clearly 4. Set ground-rules 5. Verbalise visual information 6. Summarise contributions / discussion 7. Face the group 8. Have a break

Case Studies Discussion with colleagues

13 Conclusion Need to make reasonable adjustments for disabled students Implementing fairness, respect and transparency will depend on the situation Increased personal responsibility An awareness of equality and diversity issues will support you in developing curricula and teaching practice Simple actions often have big impact