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 marginalized groups “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 through a lens of intersectionality, considering all relevant identities and groups that have been historically marginalized in 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
