How Faculty Can Support Student Diversity
Increasingly, college campuses are admitting more students from diverse and oppressed groups. On campus, we are seeing growing numbers of students of various racial, ethnic, gender and sexual orientations, differing levels of ableness, religious affiliation, immigration statuses, and social classes. We are also seeing more veterans and first-generation college students. Many of these students experience less support, which negatively impacts their academic success. The role of faculty is vital in providing this support. The three steps outlined below are based on research that suggests students from oppressed groups achieve academic success when faculty become more self-aware related to diversity, take the lead to meaningfully engage students, and provide ongoing support. Internships are opportunities to apply the three-step model and develop the teacher-learner relationship (Grist-Mackey, Wiley, & Erba, 2018; Harper, 2009; Kinzie, Gonyea, Shoup, & Kuh, 2008).
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Step 1:
Develop Self-Awareness
Faculty are encouraged to:
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Consider how personal bias and stereotypes impact interactions with diverse students.
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Investigate and challenge personal bias, assumptions, and judgments related to diverse students.
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Recognize the unique experiences of diverse students.
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Exhibit an openness to learning about diverse students in the classroom and seek support and guidance when needed.
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Recognize you may not completely understand and appreciate the challenges of students who are different from you.
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Embrace students' individual talents and needs
(Gomez, 2016; Mallinger, Gabbard, &
Stargks, 2016; Qualters, 2016).
Step 2:
Accept Responsibility for Engaging Diverse Students
Faculty are encouraged to:
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Ask yourself: How do I contribute to the disparities experienced by minority students?
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Take the initiative to engage with diverse students. Due to the power difference, minority students hesitate to initiate contact with faculty.
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Recognize the experience of diverse students is different and requires intentional and early engagement from faculty.
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Be flexible with when and how you engage with students. Initiating professional meetings over coffee or lunch can be very meaningful.
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Practice cultural humility. Be open to learning about your students and appreciate the similarities and differences that exist.
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Understand that many diverse students experience higher levels of stress, uncertainty, and anxiety that require faculty attention
(Gomez, 2016; Harper, 2009; Mallinger, Gabbard, &
Starks, 2016; Qualters, 2016; Grist-Mackey, Wiley, &
Erba, 2018).
Step 3:
Ensure Equity
Faculty are encouraged to:
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Provide resources to diverse students to ensure the same outcome compared to other students. For example, faculty willingness to coordinate with a campus writing center for services being provided to an ESL student.
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Discern various needs for students before entering their field placement to ensure all students are prepared adequately.
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Assist minority students to connect with a broader network of mentors, peers, and professionals to expand access for ongoing support.
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Offer sustained attention through validation, encouragement, and support.
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Reinforce student capabilities and confirm their self-worth and role as a professional.
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Provide informational support to increase student sense of control and to reduce uncertainty. Faculty can offer advice, guidance, or counsel on navigating unfamiliar professional environments
(Gomez, n.d.; Harper, 2009; Mallinger, Gabbard, &
Starks, 2016; Qualters, 2016.; Grist-Mackey, Wiley, &
Erba, 2018).