Creating an Inclusive Learning Community to Better Serve Minority Students

• Published in: Journal of effective teaching in higher education Vol. 4; no. 3; pp. 1 - 18
• Main Authors: Lin, Phoebe S., Kennette, Lynne N.
• Format: Journal Article
• Language: English
• Published: University of North Carolina Wilmington 04.01.2022
• Subjects: classroom; diversity; inclusion; minority; prejudice
• ISSN: 2578-7608; 2578-7608
• DOI: 10.36021/jethe.v4i3.250

As campuses become increasingly diverse, it is important that faculties maintain inclusive classrooms. Students of underrepresented ethnic/racial groups are more likely to experience disengagement in an academic setting (Nagasawa & Wong, 1999), which can lead to underperformance (Major et al., 1998). Students with LGBTQA+ (lesbian, gay, bisexual, transgender, queer, or asexual) identities are at higher risk of poor mental health and lower academic performance compared to cisgender and heterosexual students (Aragon et al., 2014). These detrimental experiences can lead to even more harm in a remote learning environment, where students have fewer opportunities to feel a sense of belonging and connect with their peers and/or instructors. This paper will consider strategies of inclusiveness in the online classroom and in-person learning environment within a social psychology framework to better support underprivileged students to improve academic performance and the overall educational experience. The suggestions and discussions provided apply to both in-person learning as well as remote delivery.