1. Promoting Inclusive Teaching and Learning Environments
Office of Diversity and Inclusion
Promoting Inclusive Teaching and Learning Environments
January 24, 2018
Dr. Kimberly A. Truong
Director of Inclusion Programs, Harvard T.H. Chan School of Public Health
Adjunct Lecturer on Education, Harvard Graduate School of Education

2. Learning Objectives
1. Create awareness about the experiences of students in higher education. 2. Explore the challenges that faculty face when discussing diversity within the classroom. 3. Practice techniques to promote inclusive teaching and learning environments.
1 min
Office of Diversity and Inclusion

3. Graduate Student Socialization
Low expectations
Neglect
Eurocentric curricula
Misrepresentation of communities of color
Lack of respect for research on race
Exploitation of students to present “diversity”
Feelings of isolation, being ignored, invisibility, and marginalization
(Carrington and Sedlacek, 1977; Gay, 2004; Gonzalez et al., 2002; Gonzalez, 2006; Margolis & Romero, 1998; Patterson-Stewart, Ritchie, and Sanders, 1997; Solórzano, 1998; Turner & Thompson, 1993)

4. Truong (2010) Onlyness and isolation Identity intersectionality
Differential support and investment
Low expectations, high standards
Role of funding
Exploitation of students
Neglect
Devaluing of research on race
Reproduction of racism by people of color
Cumulative effects of racial microaggressions
Violations of institutional and federal policies
Secondhand racism

5. Harper and Hurtado (2007)
Cross-Race Consensus Regarding Institutional Negligence
Race as a Four-Letter Word and an Avoidable Topic
Self-Reports of Racial Segregation
Gaps in Social Satisfaction by Race
Reputational Legacies for Racism
White Student Overestimation of Minority Student Satisfaction
The Pervasiveness of Whiteness in Space, Curricula, and Activities
The Consciousness-Powerlessness Paradox among Racial/Ethnic Minority Staff
Unexplored Qualitative Realities of Race in Institutional Assessment

6. The Harvard Chan School Context
Students want to have critical conversations about equity, diversity, and inclusion issues
Students expect these conversations in all courses, not just in those explicitly focused on disparities
Faculty not equipped to facilitate these types of conversations
Students have reported experiencing microaggressions in class, out of class
Professor asked students to stand up and present without consideration to a differently abled person in the room.
Faculty member treated student with impatient attitude because they spoke slowly and couldn’t express themself clearly.

7. Microaggressions
“Brief and commonplace daily verbal, behavioral, and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial, gender, sexual- orientation, and religious slights and insults to the target person or group” (Sue, 2010, p.5)
Microaggressions are:
Subtle verbal and non-verbal insults/ assaults directed toward people of color and other marginalized populations, often carried out automatically or unconsciously;
Layered insults/assaults, based on one’s race, gender, class, sexuality, language, immigration status, phenotype, accent, or surname;
Cumulative insults/assaults that take their toll on people of color and other marginalized populations

8. Examples of Microaggressions
Making a comment in class (or meeting) and being ignored only to find your idea described as “profound” coming from another student (or colleague)
Lack of course content on [identity group], but when [identity group] is discussed, members of the group are problematized
Assuming that I’m the spokesperson for the [identity group]
Seeing me when it’s convenient but rendering me invisible most of the other times (“Today we’re talking about [topic]. [Name], what is the [identity] perspective on this?”)
“Your work (research) is too ethnic.” / “Your work (research) is too narrow.”
Assuming that everyone can afford to go on a j-term trip abroad
Referring to someone by the wrong gender pronoun
Providing examples of solely heterosexual relationships
Not understanding students who encounter financial challenges (e.g., food, technology, etc.)
Making comments related to weight bias
Examples 1-5 courtesy of Solorzano (2008), 6-7 de la Pena (2014), 8+ in collaboration with Student Association

9. Harvard Chan School Examples from Exit Surveys
Portraits in the atrium are all white men, women and people of color relegated to corridor
“Dean Frenk said at the 100th anniversary celebration that he would put his tie into the time capsule "for [his] successor.” (!!!!!)”
Doctoral student told by faculty member that they were admitted in order to meet diversity goals of training grant
Professor calling attention to a student’s accommodation for disability in class

10. Reflection: What are some challenges you have faced in promoting inclusive teaching and learning environments?

11. What would you do? Scenario 1
Discussion of hypothesis testing using data on birth outcomes in Boston showing racial/ethnic differences in low birth weight
In the discussion a student suggests that the differences are driven by health behavior, more specifically, smoking
Another student responds that they are offended by this remark citing research on everyday stressors Black women experience that impact their pregnancy outcomes
How do you manage this conversation?

12. What would you do? Scenario 2
A student gave a presentation about transgender health issues, leading to a discussion on health disparities.
During the conversation, one student said, “It must be the worst thing to be a transgender person. I mean, it sounds like transgender people have the worst health disparities.”
Other students in the class are visibly upset.
How would you facilitate this conversation?

13. What would you do? Scenario 3
You are teaching a class where you are examining quantitative data.
A student asks a question about sex or gender as a binary variable from the dataset: “ As researchers, how might one account for individuals who are intersex or who might not identify as gender non-conforming within our data?”
How would you respond?

14. Conclusion It’s okay to make mistakes!
There is no one correct or best way to deal with all … conflicts.
We all have our own preferences, skills, and skill gaps. Faculty and university leaders should find approaches that work for their own pedagogical goals and styles while honoring all students in the classroom—speakers and listeners—who can all be actively engaged in the creation of a learning community around … diversity.
Pasque et al. (2013)

15. Resources Office of Diversity and Inclusion Office of Student Affairsor
Office of Student Affairs
Colleen Cronin, Associate Director, or
Office of Faculty Affairs
Ombuds Office
Melissa Brodrick, or and
5 mins
Closing question

16. Upcoming Events Dr. Taharee Jackson (1/25)
Kresge 502 (10am)
Kresge G-2 (1pm-1:50pm)
Know Your Rights (2/8, 1-3pm, Kresge 907)
UndocuAlly (2/15, 1-2:30pm, Kresge 907)
Join the ODI Listserv:
5 mins
Closing question