Fostering Cultures of Inclusion in the Classroom: From Marginality to Mattering
2012
Within postsecondary institutions, classrooms are places in which faculty and
students create subcultures where learning is supposed to happen. However,
many students of color find these spaces exclusive and marginalizing, which
impedes their ability to learn (Terenzini, Cabrera, Colbeck, Bjorklund, &
Parente, 2001). One approach to fostering inclusive classroom cultures is to
address racial diversity directly and engage students in dialogues about racial
issues. In this chapter, we discuss strategies for moving the culture of classrooms from marginalizing and silent on racial matters to classroom cultures of
inclusiveness. We begin with a review of literature on campus and classroom
cultures and preparedness among faculty to facilitate racial dialogues. Next, we
discuss the theoretical framework that guides our arguments. We then discuss
the methodology and methods that guided a study of faculty who facilitate
racial dialogues within their classrooms, and we utilize data from participants
in that inquiry to reveal the ways they endeavored to foster cultures of inclusion within the classroom. Finally, we conclude this chapter with a discussion
and implications for practice.
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