Center for Teaching Excellence and Learning (C-TEL)

Contact Us
Email: ctel@washburn.edu, location: Morgan Hall 204, phone: 785.670.2835 (CTEL), hours: 9-3 Mon-Fri

Diversity

Washburn defines diversity broadly to encompass gender, race, ethnicity, socioeconomic class, sexual orientation and identity, disability, age, religion and national origin. Since the classroom is foundational to the culture of a university, a valuing of diversity will spill out into other aspects of the Washburn community and create a more welcoming and inclusive campus.

Diversity, Teaching, Learning

Diversity in teaching and learning includes content and pedagogy that…
  • Creates and assesses a classroom climate in which all students can develop an appreciation for and understanding of the various cultures represented in the classroom.
  • Encourage staff, faculty, and students to recognize and respond to any biases or stereotypes they may have absorbed.
  • Demonstrate sensitivity to evolving, unbiased terminology that refers to specific ethnic and cultural groups.
  • Teach the perspectives and experiences of a pluralistic society and inform students of the history and culture of groups other than their own.
  • Foster intercultural competence and prepare students to work in a global community where they are sensitive to issues of privilege, diversity, and inclusion.

Diverse learning enviorements attend to social characteristics such as Race/Ethnicity (R/E), Gender (G), Social Class (SC), Ability (A), Sexuality (SX), Culture (C) and Geographic Location (GL), and the intersection among and between various social characteristics. Resources that follow are coded to indicate information on these social characteristics.

Student and Faculty Diversity

Students and faculty with different social characteristics often have perceptions of the university campus that are not always synonymous. A university campus that appreciates diversity seeks to understand experiences students and faculty bring to campus, as well as how diverse groups experience the university community.

Articles

“You would not believe what I have to go through to prove my intellectual value!”: Stereotype management among academically successful Black mathematics and engineering students. (R/E,A,C,G)

Race and Belonging in School: How Anticipated and Experienced Belonging Affect Choice, Persistence, and Performance (R,G)
Teachers College Record Volume 117 Number 12, 2015, p. 1-40
PDF Article File

Her College Experience is Not His
(G)
PDF Article File

The Four-Year College Experience of One Student With Multiple Learning Disabilities (A)
PDF Article File

Voices of Chinese International Students in USA Colleges: ‘I want to tell them that...’
PDF Article File

Videos
• Microagression Explained (R/E,G,C))
https://youtu.be/BJL2P0JsAS4

• Implicit Bias (R/E)
https://youtu.be/Fr8G7MtRNlk

• Internal Response to Racial Slights (R/E)
https://youtu.be/STXemdQQNsg

• Tim Wise: Colorblind Denial and White Privilege (R/E, SC)
https://youtu.be/V13nqzefyoE

Culturally Sensitive Campus and Classrooms

How to Talk About Diversity in the Classroom

Professors at Juniata College struggled to talk about race in class and worried about saying the wrong thing. So campus leaders helped them engage.

A Post-Racial Era? The Campus Racial Climate for Multiracial Undergraduates

Multiracial undergraduates are coming of age when assertions of a post-racial era claim the post-civil rights multiracial population as its proof, which is part of the socio-historical context of the campus racial climate. Given that campus racial climate research has been silent about multiracial students, the purpose of this study is to explore multiracial undergraduates’ perspectives of the climate. Interviews of fourteen undergraduates at a public university in the western United States reveal the prevalence of multiracial microaggressions in the campus racial climate, indicating both a negative racial climate for most and evidence against claims to a postracial society. Educators are encouraged to incorporate multiraciality into existing curricula, programs, and other educational avenues that already address matters of race and racism in U.S. contexts. Future analysis must also explore variation within the multiracial climate and why some students may experience a more negative climate than others.

Teaching and Learning in Diverse Communities

Strategies for the Culturally Competent Instructor