Turning the Page on School Discipline

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THE UNIVERSITY OF CALIFORNIA, LOS ANGELES is
an institution that is firmly rooted in its land-grant mission of teaching,
research, and public service. The campus community is committed to

discovery and innovation, creative and collaborative achievements, debate and
critical inquiry, in an open and inclusive environment that nurtures the growth
and development of all faculty, students, administration and staff. These Principles
of Community are vital for ensuring a welcoming and inclusive environment for
all members of the campus community and for serving as a guide for our personal

and collective behavior.

n We believe that diversity is critical to maintaining excellence in all of our
endeavors.

n We seek to foster open-mindedness, understanding, compassion and
inclusiveness among individuals and groups.

n We are committed to ensuring freedom of expression and dialogue, in a
respectful and civil manner, on the spectrum of views held by our varied
and diverse campus communities.

n We value differences as well as commonalities and promote respect in
personal interactions.

n We affirm our responsibility for creating and fostering a respectful,
cooperative, equitable and civil campus environment for our diverse
campus communities.

n We strive to build a community of learning and fairness marked by mutual
respect.

n We do not tolerate acts of discrimination, harassment, profiling or other
conduct causing harm to individuals on the basis of expression of race,
color, ethnicity, gender, age, disability, religious beliefs, political preference,
sexual orientation, gender identity, citizenship, or national origin among
other personal characteristics. Such conduct violates UCLA’s Principles
of Community and may result in imposition of sanctions according to
campus policies governing the conduct of students, staff and faculty.

n We acknowledge that modern societies carry historical and divisive biases
based on race, ethnicity, gender, age, disability, sexual orientation, and
religion, and we seek to promote awareness and understanding through
education and research and to mediate and resolve conflicts that arise from
these biases in our communities.

The “Principles of
Community” statement
was developed by the
Chancellor’s Advisory
Group on Diversity, since
renamed the UCLA Council
on Diversity & Inclusion,
which is comprised of
representatives from
administration, faculty,
staff, students, and alumni.
For more information or
to download copies of the
statement, please see
www.diversity.ucla.edu

PRINCIPLES OF
COMMUNITY

3

CONTENTS

4 Understanding the Educational Benefits

of Diversity

8 Addressing Diversity Challenges

in the Classroom

14 Engaging in Issues Related to

Diversity in the Classroom

20

References

22 Resources: Teaching for Diversity

UCLA’S PRINCIPLES OF COMMUNITY lay
out the importance of teaching, diversity, and
ensuring a welcoming and inclusive environment
for all members of the campus community. As
student bodies become increasingly diverse, it
is important for faculty members to understand
the dynamics associated with diverse campuses
and how diversity can provide a rich social
environment that can promote students’ learning
and development. How faculty members engage
with diversity in the classroom can play a critical
role in student experiences, satisfaction, and
learning outcomes. This booklet summarizes
empirical studies on the educational benefits
of diversity, examines some of the challenges
associated with diversity in the classroom, and
presents research on microaggressions in order to
help faculty members meet the needs of diverse
students responsibly and create a classroom
environment where all students feel safe, valued,
and respected. Additionally, the booklet provides
a discussion on how to engage in issues related to
diversity and diverse perspectives in the classroom
and offers additional resources for faculty seeking
to bring forth the value of diversity in their
teaching and curricular development.

BY JUAN C. GARIBAY

Please contact UCLA’s office of Diversity & Faculty Development for
permission to reproduce this booklet for educational purposes.
Email facdevelopment@conet.ucla.edu or call (310) 206-7411.

PRINCIPLES OF
COMMUNITY

4

Understanding
the Educational

Benefits of
Diversity

MEANINGFUL
ENGAGEMENT

PREPARES
STUDENTS FOR

LIFE IN AN
INCREASINGLY

COMPLEX
AND DIVERSE

SOCIETY

Diversity in the Classroom, 2014 5

AN INCREASINGLY DIVERSE cam-

pus increases the likelihood that

students will engage with oth-

ers who are from different backgrounds

(Chang, 1999). As individuals are exposed

to diverse groups or attend a highly di-

verse institution they are often exposed to

experiences, perspectives, and opinions

different from their own. This intergroup

contact and exposure to diverse perspec-

tives provides important opportunities for

learning to occur. Psychological theories

of minority influence indicate that hav-

ing minority opinions present in groups

stimulates cognitive complexity among

majority opinion members (Gruenfeld et

al., 1998). Scholars contend that this “dis-

continuity” from students’ home environ-

ments provides students with a social and

intellectual environment that challenges

them in ways that enhances their cogni-

tive and identity development (Milem et

al., 2005). On the contrary, homogenous

environments restrict learning opportuni-

ties across social and cultural lines (Hur-

tado et al., 1994). While the educational

benefits of diversity are extensive, educa-

tors need to understand what the benefits

associated with diversity are and how to

realize the conditions required in order to

achieve these benefits.

Psychological theories of minority
influence indicate that having
minority opinions present in groups
stimulates cognitive complexity
among majority opinion members.

6 faculty.diversity.ucla.edu

EDUCATIONAL BENEFITS
OF DIVERSITY

MEANINGFUL ENGAGEMENT with diverse
peers and exposure to diversity issues in

the curriculum prepares students for life in an
increasingly complex and diverse society.

n Brainstorming sessions among diverse groups
have been shown to generate ideas that are of
higher quality in feasibility and effectiveness
(McLeod et al., 1996).

n Group discussions that include viewpoints from
diverse students have been shown to stimulate
discussion of multiple perspectives and
previously unconsidered alternatives showing a
higher level of critical analysis of decisions and
alternatives (Antonio et al., 2004; Nemeth, 1995,
1985; Schulz-Hardt et al., 2006; Sommers, 2006).

n Students who interacted with diverse peers
both informally and within the classroom
showed the greatest engagement in active
thinking, growth in intellectual engagement
and motivation, and growth in intellectual and
academic skills (Gurin, 1999; Gurin et al., 2002).
Meaningful engagement rather than casual and
superficial interactions led to greater benefit
from interaction with racially diverse peers
(Espenshade and Radford, 2009).

n Engagements with diversity fosters students’
cognitive and personal growth including
their cultural knowledge and understanding,
leadership abilities, and commitment to
promoting understanding. Students develop
more accurate knowledge, students learn to
think more deeply, actively, and critically when
they confront their biases and change erroneous
information (Antonio, 2001a, 2001b; Antonio et
al., 2004).

n Completion of a diversity course requirement
reduces students’ level of racial prejudice
(Chang, 2002), and is associated with students’
cognitive development (Bowman, 2010) and

civic behaviors and dispositions (Bowman,
2011).

n Individuals who are educated in diverse
settings are far more likely to work and live
in diverse environments after they graduate
(Hurtado et al., 2003).

DIVERSITY within the academy enriches
scholarship and teaching.

n Scholars from minority groups have expanded
and enriched scholarship and teaching in
many academic disciplines by offering new
perspectives and by raising new questions,
challenges, and concerns (Antonio, 2002; Nelson
and Pellet, 1997; Turner, 2000)

n Women and faculty of color are more frequently
employing active learning techniques (for
example, class discussion, student-selected
topics, among others) or student-centered
pedagogy in the classroom, encouraging student
input, including perspectives of women and
minorities in their coursework, and attending
workshops designed to help them incorporate
the perspectives of women and racial/ethnic
minorities into their courses (Hurtado et al.,
2012; Milem, 2003). Student-centered pedagogy
has been shown to increase student engagement,
particularly in STEM introductory courses
(Gasiewski et al., 2012), while extensive lecturing
has been found to negatively affect student
engagement and achievement (Astin, 1993)

IN ORDER FOR underrepresented populations to
thrive, a sufficient number of diverse students must

be present.

n A lack of diversity can lead to tokenism of
underrepresented students and being a part of
an underrepresented group on a campus can
produce negative social stigma (e.g., Fries-Britt,
1998; Fries-Britt and Turner, 2001, 2002; Steele,
1992, 1997, 1998; Steele and Aronson, 1995) and

Diversity in the Classroom, 2014 7

Brainstorming sessions among
diverse groups has been shown
to generate ideas that are of
higher quality in feasibility and
effectiveness.

other “minority status” stressors (Prillerman et
al., 1989; Smedley et al., 1993) that adversely
affect student achievement.

n Underrepresented and marginalized groups
benefit educationally from intragroup contact.
For example, students of color benefit from
same-race interaction in ways that white
students do not, as students of color create
social and academic counterspaces to support
their achievement against an often hostile
campus climate (Solórzano et al., 2000).

n It is especially important that no single group
of students—especially students of color
and other marginalized populations—be
unintentionally burdened as “the diversity”
with whom all others should interact.
Increasing the representation of these groups
may provide a context that helps prevent this
from occurring (Milem et al., 2005).

n Increasing the representation of historically
marginalized groups in organizations that are
largely dominated by a single social group is
critical for others to overcome status leveling
and stereotyped role induction. Status leveling
occurs as individuals make adjustments in

their perception of the token’s (an individual
from an underrepresented group) situational
or professional status to be in line with the
expected position of the token’s social category
(Kanter, 1977). For example, individuals tend
to make their perception of the token woman
in male-dominated organizations or fields fit
their preexisting generalizations about women
as numerical rarity provides too few examples
to contradict the generalization. In addition,
students of color on a predominantly white
campus may often be followed by campus
police and questioned on whether they are
legitimate members of the campus community
(Smith et al., 2007). Being mistaken in their
professional or student roles forces tokens
to spend much energy correcting others and
has a detrimental impact on aspirations and
achievement. ✦

8 faculty.diversity.ucla.edu

FACILITATING DISCUSSIONS about diversity in the classroom can present a range
of challenges for faculty members. The particular challenges will likely vary de-
pending on whether one is a faculty member of a marginalized group in a class-

room that is largely composed of students from a dominant group or one is a faculty
member of a dominant group in a compositionally diverse classroom. For example, be-
ing a female professor in a classroom of nearly all male students may present particular
challenges. Male students may, for example, attempt to undermine the professor’s exper-
tise and authority. This challenge can be further exacerbated when the faculty member
is a woman of color (see Gutierrez y Muhs et al., 2012). Additionally, a faculty member
from a dominant group may unintentionally undermine students from historically mar-
ginalized groups. This section will examine diversity challenges in the classroom with a
particular focus on meeting the needs of diverse students.

MEETING THE NEEDS OF DIVERSE STUDENTS

THE CLASSROOM CLIMATE for diversity plays an important role in students’
experiences and engagement in the classroom and course. Appearing reluctant or

ambivalent to facilitate discussions about diversity or avoiding or halting discussions on
diversity when they arise in the classroom can negatively impact the classroom climate,
particularly for students from historically marginalized groups. For a faculty member,
meeting the needs of diverse students and creating a classroom environment where all
students feel safe, valued, and respected may require:

n Promoting an ethic of respect
n Engaging issues of diversity in the course.
n Validating the experiences of students from historically marginalized populations.
n Changing curriculum within one’s discipline.
n Avoiding tokenization (for example, calling upon one student to speak for/represent

a whole group) when limited numbers of students from particular groups are
represented in one’s classroom.

Additionally, meeting the needs of diverse students requires an understand-
ing of marginality and oppression, and how manifestations of marginality,
bias, prejudice, and discrimination have become much more covert in nature.
While this may seem like a daunting task, the next sections provide important
information and aim to help educators reach these goals.

9

Addressing
Diversity
Challenges
in the
Classroom
FACILITATING
DISCUSSIONS
ABOUT
DIVERSITY IN THE
CLASSROOM MAY
PRESENT A RANGE
OF CHALLENGES
FOR FACULTY
MEMBERS

10 faculty.diversity.ucla.edu

Microaggressions are the everyday
verbal, nonverbal, and environmental
slights, snubs, or insults, whether
intentional or unintentional, that
communicate hostile, derogatory, or
negative messages to target persons
based solely upon their marginalized
group membership.

PREVENTING
MICROAGGRESSIONS

THE TERM “microaggression” was originally
coined by psychologist Chester Pierce in

the 1970s to describe “subtle, stunning, often
automatic, and nonverbal…‘put-downs’ of blacks
by offenders” (Pierce et al., 1978, p. 66). Research
on microaggressions has been examined from
the perspective of race and racism to explore the
campus climate for African American (Solórzano
et al., 2000) and Latina/o students (Yosso et
al., 2009) and Chicana/o scholars (Solórzano,
1998), with increased scholarly attention on how
microaggressions may target any marginalized
group (that is, people of color; women; lesbian,
gay, bisexual, and transgender people; people
with disabilities; and religious minorities) in
our society (Sue, 2010a, 2010b). Sue et al. (2007)
define microaggressions as the everyday verbal,
nonverbal, and environmental slights, snubs, or
insults, whether intentional or unintentional, that
communicate hostile, derogatory, or negative
messages to target persons based solely upon
their marginalized group membership. Thus,
microaggresssions manifest in various ways
(i.e., they are not just verbal) and in spite of
intentionality (i.e., the offense occurs no matter the
enactor’s intentions).
Microaggressions are sometimes treated as
trivial, but they are not trivial in their effects.
The powerful, negative effects of frequent—or
even chronic—microaggressions have been well
documented for various target groups (see Sue,
2010b, for a review). The cumulative impact and
stress from the chronic nature of microaggressions
can trigger painful psychological stress responses
and reduce students’ sense of belonging on
campus (Smith et al., 2007). Furthermore,
microaggressions have been shown to assail the
mental health of recipients (Sue et al., 2008),

11

Examples adapted from Sue (2010a).

RACE

A white student clutches her or his

backpack tightly as a Black or Latino

student passes her or him.

Hidden message: You and your group are

criminals or dangerous.

An Indian American student born and

raised in the U.S. is complimented by an

instructor for speaking “good English.”

Hidden message: You are not a true

American. You are a perpetual foreigner in

your own country.

DISABILITY

An instructor speaks with a student who

uses a wheelchair as if the student were a

young child.
Hidden message: People with disabilities are

not adults.

An instructor raises her or his voice

or speaks slowly when addressing a blind

student.

Hidden message: A person with a disability is

defined as lesser in all aspects of physical and

mental functioning.

MICROAGGRESSIONS
IN EDUCATIONAL SETTINGS

GENDER

In class, an instructor tends to call on

male students more frequently than

female ones.

Hidden message: The contributions of

female students are less worthy than the

opinion of male students. Female students

are less capable than male students.

Labeling an assertive female committee

chair or dean as a “bitch,” while

describing a male counterpart as a

“forceful leader.”

Hidden message: Women should be passive

and allow men to be decision-makers.

SEXUAL ORIENTATION

A student uses the term “gay” to

describe someone who is socially

ostracized.

Hidden message: People who are weird,

strange, deviant, or different are “gay.”

A lesbian couple walk into class

holding hands and several students look

disgusted.

Hidden message: Same-sex attraction is

abnormal and repulsive.

12

Because we live in a society where there

are individual, institutional, and societal

biases associated with race, gender, and

sexual orientation, no one is immune

from inheriting biases of our ancestors,

institutions, and society (Sue, 2010b).

Several approaches to overcoming one’s

own unconscious bias include:

n Be alert to your biases and fears.

n In your everyday experiences, look for

evidence that contradicts biases.

n Take personal action.

n Seek a more balanced perspective of

historically marginalized groups.

n Learn from healthy and strong people in

an unfamiliar group.

OVERCOMING MICROAGGRESSIONS

Diversity in the Classroom, 2014 13

OVERCOMING MICROAGGRESSIONS create a hostile and invalidating campus climate
(Solórzano et al., 2000), perpetuate stereotype
threat (Steele et al., 2002), create physical health
problems (Clark et al., 1999), and lower work
productivity and problem solving abilities
(Dovidio, 2001; Salvatore and Shelton, 2007).
Understanding microaggressions and their
adverse effects may be difficult for some individuals
given that many types of microaggressions can be
mistakenly perceived as compliments. For example,
a professor who calls on an Asian American
student to solve a math problem while saying, “you
people are really good at math,” may perceive his or
her own comment as a flattering remark towards
Asian students. The ascription of intelligence that
is associated with the model minority stereotype
of Asian Americans, however, is problematic as
Asian American students may feel extra pressure
from being expected to know all the answers, may
receive less attention and resources from the faculty
member while also being held to a higher standard,
and may be the targets of bullying or violence
because of this stereotype. Also, Asian American
students with learning disabilities may not be given
the appropriate assistance to have success in the
classroom.
Sue (2003) describes microaggressions as
active manifestations of marginality and/or a
reflection of a worldview of inclusion/exclusion,
superiority/inferiority, normality/abnormality,
and desirability/undesirability. Given that most
people view themselves as good, moral, and decent
human beings, unveiling their hidden biases,
prejudices, and discriminatory behaviors may
threaten their self-image. Threats to an individual’s
self-image may cause individuals to engage in
defensive maneuvers to deny her or his biases, to
personally avoid talking about racism or other
forms of discrimination, and to discourage others
from bringing up such topics. These maneuvers

are problematic in that they serve to preserve the
self-image of oppressors, while silencing the voices
of the oppressed (Sue, 2010b). In addition, the
dynamics associated with denying or refusing to
acknowledge a perceived microaggression have
adverse consequences for the perpetrator also,
including lowering empathic ability, dimming
perceptual awareness, maintaining a false illusion,
and lessening compassion for others (Bell, 2002;
Spanierman et al., 2006; Sue, 2010b, 2005).
Because we live in a society where there
are individual, institutional, and societal biases
associated with race, gender, and sexual orientation,
no one is immune from inheriting biases of our
ancestors, institutions, and society (Sue, 2010b).
Several approaches to overcoming one’s own
unconscious bias include:

n Be alert to your biases and fears.
n In your everyday experiences, look for evidence

that contradicts biases.
n Take personal action.
n Seek a more balanced perspective of historically

marginalized groups.
n Learn from healthy and strong people in an

unfamiliar group. ✦

14

Engaging
in Issues Related

to Diversity in the
Classroom

group identities may easily replicate the
normative power relations in society,
which privilege certain groups over
others (e.g., Adams et al., 2000; Johnson,
2005; Tatum, 2000). A hostile learning
environment within the classroom for
students from historically marginalized
groups is created by not taking notice of
and opposing such interactions. Thus,
as instructors, it is essential to know
more about students and understand
the nature of student interactions in the
classroom in order to create inclusive
educational environments.

Diversity in the Classroom, 2014 15

AS CLASSROOMS become increasingly diverse, it is critical for educators to
create inclusive learning environments that promote learning outcomes
for all students. But how can instructors create a learning environment

that is inclusive of and engages with diversity? In their extensive review of diversity
and education scholarship, Hurtado, Alvarez, Guillermo-Wann, Cuellar, and Arellano
(2012) provide a comprehensive framework for understanding the various dimensions
of diverse learning environments within institutions of higher education. Within the
curricular sphere, Hurtado et al.’s (2012) model emphasizes four key areas that shape the
diversity environment in classrooms: students’ social identities, faculty identity, cur-
ricular content, and pedagogy/teaching methods. In other words, who we teach, who
teaches, what is taught, and how it is taught (see Jackson, 1988; Marchesani and Adams,
1992) all play a critical role in the teaching-learning process of promoting diversity in
college classrooms. The following subsections present the key areas within the classroom
dimension of diverse learning environments in Hurtado et al.’s (2012) model.

STUDENTS’ SOCIAL IDENTITIES

WHO STUDENTS are and their own social group identities, including race/
ethnicity, socioeconomic class, gender, sexual orientation, and dis/ability, among

others shape students’ experiences within classrooms. Students bring their own multiple
social group identities to the learning environment, to which the broader society has
already ascribed meaning and given status and power (Johnson, 2005; Omi and Winant,
1994; Tatum, 2000). Within classrooms, interactions among students with various social

Making the curriculum more
inclusive by including different racial
and ethnic perspectives creates a
more welcoming environment for
diverse students.

16 faculty.diversity.ucla.edu

INSTRUCTOR’S IDENTITY

AN INSTRUCTOR’S social group identity
also plays a role in the diversity dynamics

within a classroom. Faculty from historically
marginalized groups often report challenges
related to teaching and having to endure
double-standards in various aspects of their
professional lives. A study by Kardia and Wright
(2004) pointed to the salience of gender identity
for female faculty within classrooms, as 82%
of female faculty participants in their study
had experienced being challenged about their
position, including being mistaken for graduate
students or secretaries. Other studies have also
highlighted the impact of race and dis/ability
on teaching experiences for faculty of color and
instructors with disabilities, respectively (see
Gabel, 2001; Turner et al., 2008). In addition,
research has shown that various social group
identities may also intersect in ways that may
further exacerbate these challenges. For example,
Gutierrez y Muhs et al. (2012) acknowledge the
intersection of gender and race identities for
women of color faculty members and examine
the particular challenges they face in academia.
In addition to faculty members’ multiple
social identities, their professional identities
have an important influence on a classroom’s
diversity climate. How professors view
themselves and their roles in the college
classroom provide insight into the types of
pedagogical practices faculty may engage in
(Cohen & Brawer, 1972; Hurtado et al., 2012).
While some faculty members may view their
research and teaching as a means to achieve
positive social change, others may pursue faculty
positions solely to fulfill their personal quest for
intellectual growth and enlightenment (Reybold,
2003). Additionally, many faculty members may
prioritize research productivity over teaching

proficiency (Reybold, 2003), which may in turn
hinder student learning. Given that faculty
members play an integral role in the classroom
climate, it is critical for instructors to create
inclusive learning environments in order to
help attain equitable learning outcomes for all
students and bring forth the educational benefits
of diversity.

COURSE CONTENT

MAKING THE CURRICULUM more
inclusive by including different racial and

ethnic perspectives creates a more welcoming
environment for diverse students (Mayhew et
al., 2006). Including diverse perspectives in the
content of the curriculum is associated with
a variety of desirable educational outcomes.
Meta-analytic studies on courses with diversity
content demonstrate a consistent relationship
between diversity coursework with students’
cognitive development (Bowman, 2010) and
civic behaviors and dispositions (Bowman, 2011).
Students who take courses with diversity content
also show significant change in the reduction
of prejudice toward other racial/ethnic groups
(Engberg, 2004; Denson, 2009) and LGBT peers
(Engberg et al., 2007).
While it is important to make the
curriculum more inclusive in both general
education and the different departmental
majors, it may be more difficult to achieve these
goals in particular disciplines. For example,
how can courses within science, technology,
engineering, or mathematics (STEM) include
content knowledge about diversity, justice, and
social responsibility? Each major field should
identify its own diversity challenges faced by
practitioners within that discipline, make a
concerted effort to discover examples of courses
within their field that include diversity content,

17

n Positive student-faculty interaction creates

a welcoming environment for learning.

n Sharing power makes students and faculty

equally responsible for constructing

knowledge.

n Dialogical process of professor-student

interaction increases trust and encourages

risk-taking

n Activation of student voices makes sure

that students are recognized and that no

student remains invisible.

n Personal narratives are used to concretize

subject matter and make connections

between classroom and life experience.

PRINCIPLES
OF INCLUSIVE
PEDAGOGY
Inclusive pedagogy is described as teaching

practices that embrace the whole student

in the learning process and are engaged in

a broader vision of social transformation

(Tuitt, 2003). Tuitt identified several

principles of inclusive pedagogy including:

18 faculty.diversity.ucla.edu

and provide courses for students to develop
their diversity-related capacities and ensure that
graduates are prepared to meet those challenges.
For instructors in the STEM fields, many
courses exist on various campuses that bridge
complex social and diversity issues with scientific
knowledge, including understanding genetics
to promote human rights (Chamany, 2001),
examining the role of science in the development
of racial categories (McGowan, 2005),
understanding the complex genetics of skin color
(Schneider, 2004), as well as environmental issues
in a civic context to encourage sustainability
(McDonald and Dominguez, 2005; Pratte and
Laposata, 2005; Walsh et al., 2005).

PEDAGOGY/TEACHING
METHODS

BECAUSE teaching practices can have an
impact on student learning, behavior, and

achievement, the types of teaching practices faculty
utilize can create or inhibit a welcoming learning
environment for diverse students. Inclusive
pedagogy is described as teaching practices
that embrace the whole student in the learning
process and are engaged in a broader vision of
social transformation (Tuitt, 2003). Tuitt (2003)
identified several principles of inclusive pedagogy
including: positive student-faculty interaction
creates a welcoming environment for learning;
sharing power makes students and faculty equally
responsible for constructing knowledge; dialogical
process of professor-student interaction increases

Diversity in the Classroom, 2014 19

JUAN C. GARIBAY is a Ph.D. candidate in the Higher Education and Organizational

Change program at the UCLA Graduate School of Education & Information

Studies. His research focuses on issues of equity, diversity, and the development

of transformational agents of change in American higher education and STEM

education. Garibay has co-authored several scholarly research articles, including

“Documenting Attitudes Toward Undocumented Immigrant Access to Public

Education: A Multi-level Analysis,” Review of Higher Education 36:4; “When Parties

Become Racialized: Deconstructing Racially Themed Parties,” Journal of Student Affairs Research and Practice

48:1; and “Making a Difference in Science Education: The Impact of Undergraduate Research Programs,”

American Educational Research Journal 50:4. He previously worked as a research analyst in the UCLA Higher

Education Research Institute and his work has been presented at national conferences of the American

Educational Research Association, Association for the Study of Higher Education, Association for Institutional

Research, and American College Personnel Association.

trust and encourages risk-taking; activation of
student voices makes sure that students are
recognized and that no student remains invisible;
and personal narratives are used to concretize
subject matter and make connections between
classroom and life experience. The inclusive
pedagogy scholarship generally involves students
in a process of knowledge construction and
connects content to students’ lives, values the
experience and voice of the learner, focuses
on consciousness raising, and helps students
become active citizens. Several types of inclusive
pedagogy include, “critical pedagogy” (see Darder
et al., 2009), “education for critical consciousness”
(Freire, 1970, 1983), feminist pedagogy (see Weiler,
1991), critical race pedagogy (Lynn, 1999; Ochoa
et al., 2013; Solórzano & Yosso, 2001), “engaging
pedagogy” (hooks, 1984), “equity pedagogy”
(Banks & McGee, 1997), and “culturally relevant
pedagogy” (Ladson-Billings, 1995). Some teaching
practices that faculty may incorporate into their
courses in order to help students bridge theory
and practice and gain a better understanding of
themselves and the world include, project-based
and experiential learning, research projects,
class discussions, using student inquiry to drive

learning, reflective writing, cooperative learning
and group projects, student presentations, and
allowing students to select topics for course
content.

CONCLUSION

ENGAGING in issues of diversity in the
classroom is critical toward creating a

welcoming classroom environment for diverse
students. The most structured approach to
engaging in diversity topics in the classroom is
through the inclusion of diverse perspectives into
the content of the curriculum. However, including
diverse perspectives into the course content
addresses only one aspect of creating inclusive
learning environments (Hurtado et al., 2012). In
order to create inclusive learning environments
that promote learning outcomes for all students,
it is best to take a comprehensive approach and
address student and faculty identities, curricular
content, and pedagogy/teaching methods. The
institutional policies and procedures described
in Hurtado et al.’s (2012) article should also be
considered, given that institutional factors can
also have an influence on the diverse learning
environment in the classroom. ✦

20 faculty.diversity.ucla.edu

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22 faculty.diversity.ucla.edu

Resources:
Teaching for Diversity

Adams, M., Bell, L.A., & Griffin, P. (Eds.). (2007).
Teaching for diversity and social justice: a source-
book (2nd Ed.). New York: Routledge.

Castañeda, C. R. (2004). Teaching and Learning in
Diverse Classrooms: Faculty Reflections on Their
Experiences and Pedagogical Practices of Teaching
Diverse Populations. New York: Routledge.

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higher education: Rethinking pedagogy in diverse
college classrooms. Cambridge, MA: Harvard
Education Press.

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Cuellar, M., & Arellano, L. (2012). A model for
diverse learning environments: The scholarship
on creating and assessing conditions for student
success. In M. B. Paulsen (Ed.), Higher educa-
tion: Handbook of theory and research, 27. New
York, NY: Springer.

Marchesani, L. S., & Adams, M. (1992). Dynamics
of diversity in the teaching-learning process: A
faculty development model for analysis and ac-
tion. New Directions for Teaching and Learning,
52. 9-20.

Ouellett, M. L. (2011). Inclusivity in the Class-
room. In M. Flamm et al. (eds.). The Chicago
handbook for teachers: A practical guide to the
college classroom (2nd Ed.). Chicago, IL: Univer-
sity of Chicago.

WEBSITES

Anti-Defamation League: http://www.adl.org/

Diverse Issues in Higher Education: http://diver-
seeducation.com/

Diversity @ UCLA: https://diversity.ucla.edu

Chronicle of Higher Education (Diversity in Aca-
deme 2013): http://chronicle.com/section/Diver-
sity-in-Academe/163/

Human Rights Watch: http://www.hrw.org/home

UCLA Council on Diversity and Inclusion (CODI):
https://diversity.ucla.edu/about-codi/ucla-coun-
cil-on-diversity-and-inclusion-codi

OUR MISSION
The office of Diversity & Faculty Development

provides academic leadership for achieving and

sustaining faculty diversity as an indispensable

element of UCLA’s academic excellence. We fulfill

our mission through educating, communicating, and

collaborating with the faculty and administrators of

the campus on all aspects of faculty diversity.

We seek to:

• Create a climate that is welcoming and inclusive.

• Build partnerships with the academic leadership

of the campus and the relevant committees and

offices.

• Make resources available to promote faculty

development and diversity.

• Identify and address non-salary issues in

individual recruitment and retention cases

(childcare, housing, schooling, partner

employment, and so on).

• Make information available across campus to

increase awareness and understanding about

developing a culture of inclusiveness.

PUBLICATIONS INCLUDE

UCLA Diversity Statistics

Faculty Search Committee Toolkit

Balancing Work and Life as an Assistant Professor

Chairing the Department

UCLA Academic Affirmative Action Plan

OUR PROGRAMS

FACULTY CAREER DEVELOPMENT AWARD
Faculty Career Development Awards for assistant
professors provide research support at a critical time
in the pre-tenure stage.

COUNCIL OF ADVISORS
Made up of former members of the Academic Senate
Council on Academic Personnel and professors from
all areas of the campus, the Council of Advisors is a
group of experienced faculty members who provide
career advising to assistant professors.

DEPARTMENT CHAIR FORUMS
Quarterly information and discussion forums for
department chairs are sponsored in collaboration
with the EVC/Provost’s office. In addition, an annual
new dean and department chair orientation is
cosponsored with the Vice Chancellor for Academic
Personnel.

FACULTY SEARCH COMMITTEE BRIEFINGS
Members of faculty search committees are invited
to attend a faculty search committee briefing that
covers the search process, research findings on
unconscious bias, and practices to promote an
equitable search process.

REGENTS’ LECTURERS AND PROFESSOR
This program permits the appointment, on a visiting
basis, of distinguished leaders from nonacademic
fields to enrich UCLA’s instructional program.

WORK•LIFE RESOURCES OFFICE
This office provides information on relocating;
options for childcare, schooling, and other family
support; and navigating resources on campus.

DEVELOPMENT OPPORTUNITIES
Each year, we sponsor a number of development
and networking opportunities incuding events on
such topics as advancing to tenure, making the most
of mentoring, managing conflict, and balancing work
and life.

www.faculty.diversity.ucla.edu

As student bodies
become increasingly
diverse, it is important
for faculty members to
understand the dynamics
associated with diverse
campuses and how
diversity can provide a
rich social environment
that can promote
students’ learning and
development. Diversity
in the Classroom

summarizes empirical studies on the educational benefits of diversity, examines
some of the challenges associated with diversity in the classroom, and presents
research on microaggressions in order to help faculty members meet the needs
of diverse students responsibly and create a classroom environment where all
students feel safe, valued, and respected. Additionally, the booklet provides a
discussion on how to engage in issues related to diversity and diverse perspectives
in the classroom and offers additional resources for faculty seeking to bring forth
the value of diversity in their teaching and curricular development.

This publication was developed by:

ED 500: Criteria for Article Summary Assignments

In ED 500, you will be assigned various articles to read and summarize. These assignments serve two main purposes. First, the articles will build upon what you read in your text, thereby, expanding your understanding of the material. Secondly, the article summary assignments will allow you to practice your skills of reading and synthesizing academic research and policy briefs. You will use these skills in your future classes.

Your summaries must include a description of the article’s purpose, a discussion of two main points from the article, and a discussion of what the article means to you. Be sure to follow the directions below and read the assigned articles carefully.

Article Summary Content Requirements

· In the first paragraph, introduce the article. Your introduction should include a description of the article’s purpose, audience, and significance.
Why was the article written? Who was it written for? Why is it important / why did it need to be written?

· In the second and third paragraphs, describe two key points from the article. The points can be something you think is particularly important or interesting; however, they should also be central to the article. You should summarize the key points in your own words. Don’t forget to use in-text citations when paraphrasing. For each point, provide sufficient detail to show that you truly understand the article.

· In the final paragraph, describe what this article means to you. What experiences have you had with the topic? What do you take away from it?

Article Summary Formatting Requirements

· Your critique must be typed in Microsoft Word, 12-point font, 1” margins on all sides, and double spaced.

· The summary should be between approximately 500-650 words.

· No abstract is required; do not include a title page. Do not include a header or any other information on the summary page.

· The summary must include references in APA format.
The only source you should reference for the summary is the assigned article. Include in-text citations when needed and a reference list.

· If you need help with APA formatting, you can consult the APA Resources Page in Blackboard, the APA Manual, the APA Website, or the Purdue OWL Website.

· Use direct quotes sparingly. You are expected to summarize the article in your own words. By paraphrasing, you show that you truly understand the article. You will lose points if your summary primarily consists of quoted material.

For a full description of the grading scale for article summaries in this course, see the Article Summary Grading Rubric that is posted in Blackboard.

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