Yale Center for Teaching and Learning

Diversity and Inclusion

Socioeconomic status (SES) - defined by the American Psychological Association as a characterization derived from a “combination of education, income and occupation” - is a critical aspect of student diversity.
Everyone regardless of background, political ideology, or identity has implicit biases. Instructors can hold assumptions about students’ learning behaviors and their capability for academic success which are tied to students’ identity and/or backgrounds.
A diversity statement is a paragraph or section in institutional, department, or course language that welcomes the range of human representations. Instructors can use the diversity statement to set expectations for civil discourse, encouragement for varying opinions, and standards of behavior. At root, the diversity statement signals belief that all students have value and bring unique perspectives worthy of consideration.
An inclusive classroom climate refers to an environment in which students feel supported intellectually and academically, and feel like they belong in the classroom. Creating an inclusive classroom environment prioritizes thoughtfulness, mutual respect, and academic excellence.
Inclusive teaching refers to teaching approaches that strive to serve the needs of all students--whatever their backgrounds or identities--and support their engagement with subject material.
Developing racial awareness is critical for instructors seeking to engage today’s diverse learners and support an inclusive campus climate.