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Intentionally Creating an Inclusive and Welcoming Climate in the Online Learning Classroom

Intentionally Creating an Inclusive and Welcoming Climate in the Online Learning Classroom

Jon P. Humiston, Sarah M. Marshall, Nicole L. Hacker, Luis M. Cantu
Copyright: © 2020 |Pages: 14
ISBN13: 9781799801153|ISBN10: 1799801152|EISBN13: 9781799801160
DOI: 10.4018/978-1-7998-0115-3.ch012
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MLA

Humiston, Jon P., et al. "Intentionally Creating an Inclusive and Welcoming Climate in the Online Learning Classroom." Handbook of Research on Creating Meaningful Experiences in Online Courses, edited by Lydia Kyei-Blankson, et al., IGI Global, 2020, pp. 173-186. https://doi.org/10.4018/978-1-7998-0115-3.ch012

APA

Humiston, J. P., Marshall, S. M., Hacker, N. L., & Cantu, L. M. (2020). Intentionally Creating an Inclusive and Welcoming Climate in the Online Learning Classroom. In L. Kyei-Blankson, E. Ntuli, & J. Blankson (Eds.), Handbook of Research on Creating Meaningful Experiences in Online Courses (pp. 173-186). IGI Global. https://doi.org/10.4018/978-1-7998-0115-3.ch012

Chicago

Humiston, Jon P., et al. "Intentionally Creating an Inclusive and Welcoming Climate in the Online Learning Classroom." In Handbook of Research on Creating Meaningful Experiences in Online Courses, edited by Lydia Kyei-Blankson, Esther Ntuli, and Joseph Blankson, 173-186. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0115-3.ch012

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Abstract

The online classroom environment may feel safer for students in marginalized groups because the sense of anonymity the environment can provide. While faculty purposely strive to ensure all students are treated equitably in traditional, in-person classrooms, faculty should not assume power and privilege are not impacting the online classroom environment for students, particularly students from underrepresented identities. Research indicates that marginalized students face different challenges in online classrooms than in traditional, in-person classrooms. Further, power and privilege manifests in the online classroom in different ways than in traditional classrooms. This chapter positions a critical lens on the ways that power and privilege impact the online environment, why marginalized students are drawn to the online classroom, the challenges they face, and how faculty contribute to the creation or resolution of these problems. Finally, the chapter concludes with strategies for intentionally promoting inclusion in online classrooms.

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