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 in particular can have assumptions about students’ learning behaviors and their capability for academic success which are tied to students’ identity and/or backgrounds.
A diversity statement is an additional section in a course syllabus where the instructor explicitly addresses diversity.
An inclusive classroom climate refers to an environment in which students feel supported intellectually and academically, and so are encouraged to express their views. Creating an inclusive classroom environment prioritizes thoughtfulness, mutual respect, and academic excellence
In order to provide all Yale students with an equal opportunity to learn, instructors should actively strive to engage equitably with diverse students who vary considerably along many factors.
Developing racial awareness is critical for instructors seeking to engage today’s diverse learners and support an inclusive campus climate.