“Treat me like a person, rather than another number”: university student perceptions of inclusive classroom practices

Abstract

Using Feminist Participatory Action Research, graduate and undergraduate students at a midsized, midwestern public university collaborated with investigators on welcoming and inclusive practices in the classroom through focus-group discussions. The research team conducted six focus-group sessions with 39 students from marginalized communities about how instructors can include and center marginalized and intersecting identities based on age, ethnicity, gender, sexual orientation, nationality, ability, and socioeconomic status in face-to-face and online classrooms. Discussions centered around instructor behavior and characteristics, what instructors did before and during class interactions, and the teaching materials they created that led to feelings of being welcomed and included. The relationship between students and instructors was paramount, and instructors who used more immediate and supportive communication behaviors were seen as more welcoming and inclusive. A welcoming and inclusive classroom means centering student experiences, identities, and concerns, being a reflexive and responsive instructor, and focusing on the interpersonal relationship between instructor and students. We discuss our findings and suggest best practices for inclusive pedagogy.

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