Diversity and Inclusion in the Academy: A Classroom Perspective

View Sample PDF

Author(s): Susan Swayze (The George Washington University, USA)and Rick C. Jakeman (The George Washington University, USA)
Copyright: 2019
Pages: 16
Source title: Faculty Roles and Changing Expectations in the New Age
Source Author(s)/Editor(s): Yukiko Inoue-Smith (University of Guam, Guam)
DOI: 10.4018/978-1-5225-7438-5.ch004

Keywords: Business & Management / Business Science Reference / Educational Administration and Leadership / Professional Development

Purchase

View Diversity and Inclusion in the Academy: A Classroom Perspective on the publisher's website for pricing and purchasing information.

Abstract

This chapter describes how graduate students of color and lesbian, gay, or bisexual (LGB) students define diversity and inclusion and describe their classroom experiences with diversity and inclusion. In semi-structured interviews with graduate students of color and students who self-identified as LGB, differing views of diversity and inclusion emerged—diversity was described numerically, while inclusion was discussed in terms of action. Further, graduate students of color described diversity based on visible signs of representation while LGB graduate students emphasized inclusion and the need for voice. This chapter concludes with recommendations that faculty members can enact to create more inclusive classroom environments in higher education.

The IRMA Community

Research IRM

Diversity and Inclusion in the Academy: A Classroom Perspective

Purchase

Abstract

Related Content

IRMA Sponsors