ERIC Number: EJ1363323
Record Type: Journal
Publication Date: 2022
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1812-9129
Inclusive Teaching Practices in Post-Secondary Education: What Instructors Can Do to Reduce the Achievement Gaps at U.S. Colleges
Moreu, Gil; Brauer, Markus
International Journal of Teaching and Learning in Higher Education, v34 n1 p170-182 2022
Achievement gaps exist along the lines of race, gender, sexuality, social class, and ability status from elementary school to graduate school in the United States. Instructors can help reduce achievement gaps by adopting practices that have been shown to promote the success of students from marginalized groups, so-called "inclusive teaching practices." In this paper, we present 20 easily implementable inclusive teaching practices for college instructors. Some of these practices focus on changing the behavior of instructors (e.g., establishing a norm of inclusion, presenting intelligence as malleable), while others target student behaviors (e.g., increasing interdependence when working in groups, allowing students to express their values in class). For each teaching practice, we summarize the empirical evidence and discuss its potential to reduce achievement gaps. While no one teaching practice will eliminate achievement gaps caused by structural inequalities, instructors can increase the inclusiveness, fairness, and equity of their classrooms though their actions and pedagogy.
Descriptors: Inclusion, Teaching Methods, Postsecondary Education, Achievement Gap, Teacher Behavior, Student Behavior, Equal Education, Minority Groups, Disadvantaged, College Faculty
International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A