Belonging and Access
Think of belonging and access in education as an ongoing effort with three distinct but related goals (Waitoller & Kozleski, 2013): to more fairly distribute learning opportunities; to recognize and honor the differences among students; and to provide opportunities for all students “to represent themselves in decision-making processes.”.
As a conclusion to their meta-analysis, Waitoller and Artiles (2013) argue that belonging in the classroom should be treated more broadly. Rather than focusing on a unitary identity like “disabled” or “female,” for example, treat the idea of belonging in the classroom by considering how those identities may intersect, as well considering the experiences of students who may be underrepresented in higher educational settings.
- Consider student needs when it comes to seating, visual/audio equipment, note taking, test taking, response opportunities, etc.
- Consider providing your pronouns and having students share their pronouns on the first day of class.
- Provide resource information in your syllabus or elsewhere. See University Resources.
- Be prepared to allow for and respond to different student responses within the content.
- Explicitly talk about mental health and well-being to normalize difficulties.
In my classroom, I've encountered instances of students expressing themselves passionately, even to the point of spirited debates or disagreements. Surprisingly, I don't find it bothersome; rather, I interpret it as a sign that I've fostered an environment where individuals feel comfortable being authentic and expressing their thoughts openly. This, to me, indicates the creation of a safe space where everyone feels free to be themselves.
- UT faculty member
