Diversity and Inclusion in the Academy: A Classroom Perspective

Background

Diverse campuses create opportunities, both inside and outside of the classroom, for experiences with students of different racial backgrounds, sexual orientations, and points of view. In this chapter, the authors focus on the experiences of two underrepresented groups—students of color and LGB students—in classroom learning environments. This qualitative inquiry describes how underrepresented students conceptualize diversity and inclusion and navigate their classroom experiences. Post-secondary institutions have committed to diversity and inclusion efforts including recruitment strategies for students and faculty members from diverse backgrounds, retention plans to keep students enrolled and moving toward graduation, and multicultural perspectives within the academic curriculum (Hu & Kuh, 2003). Student benefits of diverse learning environments are well documented in the literature with diverse learning environments leading to positive academic outcomes for students, including increased cognitive sophistication, critical thinking skills, academic development, and problem solving abilities (Antonio, 2001; Bowman, 2010; Cannaday & Swayze, 2017; Denson, 2009; Gurin, Dey, Hurtado, & Gurin, 2002; Hu & Kuh, 2003; Pascarella, 2001; Pascarella et al., 2014; Swayze, 2017; Terenzini, Cabrera, Colbeck, Bjorklund, & Parente, 2001). Additional positive outcomes for students include an increased level of cultural awareness and racial understanding, feelings of empowerment toward social change, discussions of racial and ethnic issues, and a willingness to utilize multiple perspectives (ACE/AAUP, 2000; Chang, 2002; Gurin et al., 2002; Mayhew et al., 2016). The studies have “overwhelmingly concluded that when diversity is actively attended to, a diverse campus will lead to increased educational and social outcomes for all students” (Pitt & Packard, 2012, p. 295).