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Overview

This lesson provides students an opportunity to experience what it's like to be labeled in a negative way, and as a result, develop empathy for those who others label, even though those labels don't fit.

Objectives

Students will describe the pitfalls of making assumptions about other people

Students will be able to identify assumptions we make in the development of groups

Students will be able to describe how we sometimes use simplistic ways of viewing others

Students will be able to reflect on times when they may have felt singled-out

Age/Experience Level
Index cards, pens
Time Part 1 - Establish a Safe Space
Start the conversation with students by letting them know that they will be discussing some sensitive topics in class today. Ask them to brainstorm a list of guidelines for the class discussion. Some examples may include confidentiality, respect, and one person speaking at a time. Write the student's responses on the board and reference them throughout the conversation.

Part 2 - Form-A-Group (10 minutes)
Directions for Form A Group:
This activity is about forming groups of people based on common interests. Start by clearing a space large enough to move around. The idea is to form different groups of people as quickly as possible when the teacher calls out a common interest. For example, if the teacher says "find people with the same color shirt as you" students would group themselves by shirt color. Ask inclusive questions quickly in order to keep everyone involved and moving.

What is your favorite color?

What is your favorite candy?

How many pets do you have?

What do you usually do right after school?

What color shoes are you wearing today?

How many people are there in your family?

What is your favorite school subject?

What is your least favorite school subject?

Part 3 - Assumptions (15 minutes)

Handout 3x5 cards and ask the students to write answers to the following questions. Make sure that they do not share their responses with others until later.

1. What wouldn't we know by just looking at you?
2. What is your favorite book?
3. What goal are you working towards?
4. What is your most positive personality trait?
5. What personal experiences do you have, if any, with discrimination?

Collect the cards, Shuffle the cards and pass them out randomly, ensuring that no one has their own card. Ask the students to find the owner of the card based on the answers.

Discussion Questions

How accurate were the assumptions you made about people you don't know very well?

Did you learn anything about your classmates that surprised you?

What are the dangers of making assumptions?

What is a stereotype?

How can assumptions about groups lead to stereotypes?

What can we do to prevent stereotyping?

Part 4 - Small Group Discussion (10 minutes)
Divide the students up into different groups by counting off 1 through 5.
Once everyone is seated with a new group, pose the following questions and ask students to engage in a small-group discussion in which each student has the chance to share an experience with the group:

Can you remember a time when you were called a name or put down for being different from others around you?

How did it feel?

What did you do?

Can you remember a time when you called someone a name because they were different?

How do you think it made them feel?

Give groups approximately 1.5 minute per group member to share their experiences.

Part 5 - Large Group Discussion (15 minutes)

Draw the class together and ask students to share any connections they see between the various stories their classmates told. Record the similarities that come up on the board for students to refer to in the next portion of the lesson.

Challenge students to use the experiences they just shared about their individual experiences with being called names for being different, and the similarities they found among their stories to generate a group discussion. Let students know they will be discussing their experiences and as a group, developing simple ways to stay SAFE when name-calling or bullying occurs. Ask students to be honest when expressing their feelings and experiences with name-calling and bullying, and to show respect to other students.

Ask the students to share their experiences with the larger group. Lead the students in a discussion using the following questions:

How did it feel to be called a name or put down for being different?

Did you know how to end the situation?

What was it like working in groups today with people that were both similar to and different from you?

How do our differences help us do good work?

What can you do when you are being called names or bullied?

Let students come up with their own ideas before presenting them with the SAFE guidelines. Provide the students with the No Name-Calling Week Pledge and the Staying SAFE Guidelines.

Ask the students to sign the pledge, agreeing to end name-calling and bullying. Review the Staying SAFE handout with the students.

If you are being called names or bullied, remember the four ways to stay SAFE:
Say What you Feel: Tell the person who is bullying you or calling you names the way their actions make you feel.
a teacher or other school staff member to talk to. Ask for Help: Sometimes you can't handle the situation yourself, and it's ok to ask for help. Find
and the person calling you names might think twice before picking on you when you're with your friends. Find a Friend: Hanging out with people who make you feel good about yourself is important,
away from someone who is picking on you is the best way to end things. E xit the Area: While it may feel like you aren't doing anything at all, sometimes walking

Opportunities for Differentiation

For younger students or students that need extra assistance give them the "assumption" questions beforehand so they can write their answers before coming to class. Begin by reviewing SAFE to set up a foundation for the students to know what they can do in a situation of bullying or name-calling. Additionally, small group work can be done in pairs and the large group discussion can be done or previewed in small groups. Older groups or students that need a challenge can brainstorm a moment where they would implement the SAFE strategy in the small group discussion, and demonstrate SAFE or create a scenario for the class that puts this idea into practice.

Other Lessons to Explore: Learning Empowerment and Self-Identification, Challenging Assumptions, Beauty is Skin Deep, Creating an Anti-Slur Policy

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Overview This lesson provides students an opportunity to experience what it's like to be labeled in a negative way, and as a result, develop empathy for those who others label, even though those labels don't fit.

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This is an Overview

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Schools become a place to learn not just geometry and grammar but also community building and social interaction.

As with the workplace, schools also often have policies or rules that govern interpersonal relationships; use them as a tool in speaking up.

Many schools also have resources, lesson plans and activities aimed at raising awareness about the damage done from bias and bigotry. Perhaps no setting offers more opportunities for learning.

Make sure your school embraces an environment that encourages compassion, understanding and acceptance of difference. Consider creating campaigns against name-calling or the casual bigotry that fills some school hallways.

Peer pressure also often is a strong motivator, in both positive and negative ways, at school. Allies are important; seek them out, and be an ally for others.

A Teacher's Bias

An 18-year-old woman is one of seven Jewish students at a large high school in the Southwest: "One day in chemistry class, we were bargaining with the teacher to not have a test the next day. I happened to have 50 cents in my pocket, and I said, 'I'll pay you 50 cents if you don't give us a test tomorrow.' Some kid in the back said, '50 cents is a lot of money to a Jew.'"

The young woman says the teacher took her aside later and told her he was offended by the student's comment, but she wishes the teacher would have said something in class, for all to hear.

Two teachers, one white and one Asian American, are in the hall at school. The white teacher, looking disdainfully down the hall at a group of African American students, says of the group, "Those students are always so disruptive." The Asian American teacher says nothing -"which didn't help," he writes - because he isn't sure how to respond.

The principal of a school, handing out award certificates, stumbles over Cambodian and Vietnamese names. She laughs about "how hard it is to pronounce these foreign names." Teachers who have made an effort to learn the names wonder what they can say to the principal.

Ask for leadership.

If a teacher or administrator fails to set a good example - or sets an outright bad example - call upon that person's high-profile role in seeking change: "You're the teacher. People look to you as an example. If you don't speak up, no one will know it's wrong to say those kinds of things."

Appeal to school spirit.

Use your school's mission to challenge a leader's biased or disrespectful comments: "This school is dedicated to providing every student with an education in a safe and welcoming environment. We need to honor that."

Offer help.

Model good behavior, and provide assistance when others struggle: "I've worked hard to learn to pronounce my students' names. I'll be happy to help you learn them, too."

Biased Bullying

A senior in high school who is overweight says she has been the target of harassment and bigotry for years.

"It started in middle school, when classmates would tell me my life wasn't worth living and I should just end it now. And it's kept on right through high school. Kids can be really mean sometimes. It's not just adults. I don't understand how anyone can be that mean to someone else. I just don't understand."

Respond to the bully.

Some people find power in "owning" their identities. For them, a response could be, "I like my body the way it is." Or, "This is who I am, and I'm comfortable with it." When bullying is ongoing, practice non-aggressive ways to respond; brainstorm witty or humorous comebacks.

Create a safety net.

Stay close to friends or adults. Let them know what's happening. Students, teachers and others often are willing to stand together against such bigotry. There truly is power in numbers.

Check policy.

Does your school have an anti-harassment policy in place that applies to this situation? Or anti-bullying rules that could be used to address the bad behavior? If so, apply them. If not, lobby for such policies.

Familial Exclusion

A central California woman writes: "I'm raising my grandson, who is 8; he calls me 'Mama.' I'm at least 20 years older than most of the parents of his classmates, and when I drop him off or pick him up, the other kids notice that difference. He tells me they make fun of him, asking why his 'mother' is so old."

A man writes about an elementary school parent-teacher conference: "My wife and I both went, and the teacher leaned toward us and whispered, 'I can always tell the children in my class who have two parents at home.' She meant it as something nice to us, but my son's best friend happens to be being raised - and raised well - by a single mom. It made me wonder how the teacher treated my son's friend in class."

Work with individual speakers.

When someone makes a comment that excludes or minimizes a type of family, point it out. "You mean every one-parent household is bad? Is that what you're saying?" Or a simpler question: "What do you mean by that?"

Ask the administration for specific changes.

Instead of "Parents Night," ask administrators to consider using the more-inclusive "Family Night." Request that school forms be changed to accommodate many kinds of families, instead of "mother/father" contact information, for example, use "caregiver/guardian" contact information.

Ask for help.

If a child is being bullied, teased or harassed at school because of family differences, notify school administrators and seek assistance from school counselors.

Advocate for resources and training.

Lobby to have library resources and classroom curricula that include positive examples of non-traditional families, including grandparents as parents, single-parent households, adoptive families, foster families and families with gay or lesbian parents. Discuss the issue with the school principal or a guidance counselor, and ask for staff training on issues of family diversity.

In-Group Bigotry

From a 20-year-old African American college student in South Carolina: "I've been called an 'Oreo' all my life: 'Oh, you're black on the outside, but you're white on the inside.' Or, 'You're so white.'"

A black high school student in Pennsylvania wears braids to school. Sitting in the cafeteria, some other black students speak loudly about her: "She really thinks she's black now." The student says she often is called "too white" by other blacks.

Some Native Americans share stories of being accused of being "too native" by their peers, as do some Latinos who say other Latinos have accused them of being "too ethnic." Similarly, many gay students speak about being perceived as "too feminine" or "too queer" by other gays.

Affirm your pride.

"I'm proud to be African American, always have been, always will be."

Respond with questions.

Challenge in-group stereotypes the same way you would cross-group stereotypes: "What does that mean - 'too' ethnic? I don't understand what you mean." Or, "Where does 'too ethnic' begin and 'not ethnic enough' end?"

Get to the root of it.

Many in-group slights are actually extensions of racist and sexist stereotypes. Point out that accusations of being "too feminine" or "too gay" support and promote sexism and homophobia. Anything that hurts or marginalizes one member of a group hurts or marginalizes all members of that group.

Negative Remarks

It's a casual insult heard in schools everywhere: "That's so gay!"

One teacher says whenever she hears such language in the classroom, she asks, "What was homosexual about it?" Then she uses the moment to discuss the use of slang and derogatory slurs, including racist and sexist language.

"They know in their hearts they are wrong to use that word in that way," a second teacher says. "They just need someone to stop them in their tracks."

Teachers, too, can be the perpetrators, the ones who use the bigoted language, prompting students or other teachers to speak up.

Determine the extent of the problem.

As a social science or club activity, survey students about biased language at school: what they hear most often, who they hear it from, how it makes them feel and what they're willing to do about it.

Implement a 'words hurt' campaign.

Get students, teachers, counselors and administrators to sponsor an assembly, or a weeklong or yearlong education campaign, about the damaging effect of hurtful words.

Support student mediators - and use peer pressure.

Train students in conflict resolution techniques, and ask them to work with peers to marginalize the use of biased language.

Teach tolerance.

When slurs are exchanged in the classroom, interrupt whatever lesson is being taught, and start a new one on language, respect and cultural sensitivity.

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Research shows that slurs like this one are incredibly common in our schools. The crazy part? Most students don't mean to hurt anyone's feelings - they're just using everyday words and phrases. But as we know, they may be just three little words, but their power to hurt is huge.

In order to address this unintentional-but-all-too-frequent harassment, GLSEN has partnered with The Ad Council to create the first national multimedia PSA campaign to raise awareness among teens and adults about the power their words have to hurt. With knowledge and a simple call to think before speaking, we hope to cut down and prevent the use of homophobic language in our schools.

In the accompanying ThinkB4YouSpeak Guide for Educators, you'll find everything you need to frame discussions of the ads in class, teach students about the effects of anti-LGBT language, and give them the skills to navigate these issues.

Find the guide in the blue Resource Downloads box to the right.

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ThinkB4YouSpeak Guide for Educators of Grades 6-12

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Research shows that slurs like this one are incredibly common in our schools. The crazy part? Most students don't mean to hurt anyone's feelings - they're just using everyday words and phrases. But as we know, they may be just three little words, but their power to hurt is huge.

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BEST PRACTICE: Inclusive and Affirming Curriculum for All Students

One way that educators can promote safer school environments is by developing lessons that avoid bias and that include positive representations of lesbian, gay, bisexual, transgender and queer (LGBTQ) people, history, and events. For LGBTQ students, attending a school with an inclusive curriculum is related to less-hostile school experiences and increased feelings of connectedness to the school community. Inclusive curriculum benefits all students by promoting diversity and teaching them about the myriad of identities in their communities.

THEORY: Curriculum as Window and Mirror

Curriculum can serve as a mirror when it reflects individuals and their experiences back to themselves. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books. At the same time curriculum can serve as a window when it introduces and provides the opportunity to understand the experiences and perspectives of those who possess different identities. These windows can offer views of worlds that may be real or imagined, familiar or strange. Applied to LGBTQ-inclusive curricular content, these mirrors and windows can help create a more positive environment and healthy self-concept for LGBTQ students while also raising the awareness of all students. Inclusive curriculum supports students' abilities to empathize, connect, and collaborate with a diverse group of peers, skills that are of increasing importance in our multicultural, global society.

CONSIDERATION: Ensuring Coherent Curriculum

At times, educators' efforts to be inclusive and supportive can lead to curricular "fragmentation," or "isolation." This occurs when topics are taught without context and/or are positioned in such a way that they fail to connect to the big ideas of the topic being studied, such as when LGBTQ themes are only introduced during LGBTQ History Month (October) or LGBTQ Pride Month (June). Additional fragmentation occurs when educators include only lesbians or gay men to the exclusion of bisexual and transgender people, or when lessons fail to represent ethnic, racial and other forms of diversity that exist among LGBTQ individuals.

CLASSROOM AND SCHOOL ENVIRONMENT: Responding to Anti-LGBTQ Language and Behavior

LGBTQ-Inclusive lessons and discussions are best introduced in a supportive school environment. Introducing school-wide days of action and visibility, such as GLSEN's Ally Week (September), No Name-Calling Week (January), and the Day of Silence (April) are great ways to shift school culture to be more affirming of LGBTQ people. Additionally, ensuring that you, as educators, can also create a safer classroom environment by interrupting anti-LGBTQ remarks or comments is critical to the success of teaching LGBTQ-inclusive lessons and discussions.

Follow these steps when you witness anti-LGBTQ name-calling, bullying or harassment.

Address Name-Calling, Bullying or Harassment Immediately. Concentrate on stopping the behavior in that moment. Sometimes it's a simple response to hearing a derogatory term like, "That language is unacceptable in this classroom." Remember: no action is an action.

Name the Behavior. Describe what you saw and label the behavior. "That word is derogatory and is considered name-calling. That language is unacceptable."

Use the Teachable Moment (or Create One). Make sure to educate after stopping the behavior. Decide if you are going to educate in the moment or later, and if it will be publicly or privately. If you decide to educate later you will need to create the teachable moment. You can then take this opportunity to teach one class, the entire grade or the whole school about language and behaviors that are acceptable and those that are not.

Support the Targeted Student. Support the student who has been the target of the name-calling, bullying or harassment. Do not make assumptions about what the student is experiencing. Ask the student what they need or want. You will have to decide whether to do this in the moment or later, and if it will be publicly or privately.

Hold Students Accountable. Check school policy and impose appropriate consequences. Make sure disciplinary actions are evenly applied across all types of name-calling, bullying and harassment.

For more information and support refer to GLSEN's Safe Space Kit at www.glsen.org/safespace.

ADVOCACY: Addressing Questions and Pushback

When introducing LGBTQ-inclusive curriculum, it is best to do so as a school, led by the administrators and school leaders. We recommend this decision be communicated through LGBTQ-specific professional development for educators, and to families at the start of the year on curriculum or Back to School night. Frontloading with the schools' responsibility to provide a safe and supportive learning environment for all students along with a commitment to diversity, equity, and inclusion, can be a strong start to the school year and a time to address any misconceptions or apprehensions about this inclusion. If your state, city, or district has a policy mandating inclusive curriculum, you can use this language in your rationale.

The following talking points can support this advocacy:

LGBTQ-inclusive curriculum benefits all students by promoting acceptance and respect, and teaching them more about the diverse people and families in the world.

Anti-LGBTQ bias hurts all children, both those directly affected and those who learn in an atmosphere of fear and tension, afraid to explore their own lives because of worry about disapproval and rejection.

Beginning these conversations in elementary school will help young people develop empathy for a diverse group of people, and to learn about identities that might relate to their families or even themselves. It is never too early for schools to set up a foundation of understanding and respect.

Students of all ages must be given an opportunity to learn that the words "gay," "lesbian," and "transgender" are adjectives that should be used with respect to describe people in their community, not words used in a negative way to hurt, insult, and degrade.

Inclusive curriculum supports a student's ability to empathize, connect, and collaborate with a diverse group of peers, and encourages respect for all.

All students deserve to see themselves in their curriculum, including students who identify as LGBTQ and come from LGBTQ-headed families.

Teaching LGBTQ-inclusive curriculum acknowledges the reality that many students come from LGBTQ-headed families, are being taught by LGBTQ-educators, and are, increasingly, identifying as LGBTQ themselves even in elementary school.

LGBTQ students with inclusive curriculum have better academic and mental health outcomes, and are less likely to miss school (GLSEN's National School Climate Survey).

Supportive administrators can support this work by addressing families directly. They should be open to hearing their questions, and be careful to distinguish questions or concerns from negative pushback. Inviting families to a panel, coffee, or film screening to discuss diversity initiatives has helped many schools to invite families into this work, to address questions directly, and to identify which families in the school community are allies in this work as well.

Example statement from administration: We are conscious of providing age-appropriate and developmentally-appropriate lessons and activities that meet all of our students where they are when addressing LGBTQ-visibility and inclusion. Our goal is to work together as one community through this practice. We encourage you to reach out to us or our teachers throughout the year if you have any questions or would like further information as we support our students in this important work.

PLANNING: Finding Opportunities for LGBTQ Visibility and Inclusion

Educators should spend time identifying the extent to which LGBTQ-related content is present in their current curriculum. Care should be taken to fill gaps while looking for opportunities to deepen student understanding of their world and identities. LGBTQ people, history, and events can be easily inserted into most content areas. Teaching about identity at any age is valuable for students, and can be considered part of social emotional learning (SEL). Curriculum should provide students with opportunities to reflect on their own identities, including gender identity and expression, family diversity including LGBTQ-headed families, and the types of relationships they may want to build.

Social Emotional Learning (SEL): Suggested LGBTQ-Inclusive Learning Opportunities

Early Elementary: Ensure that family studies show examples and use language that includes a variety of family structures including LGBTQ-headed families. Address identity and reflections around gender stereotypes using Ready, Set, Respect!, inclusive read-alouds, and GLSEN's lesson I Am Me: Talking About Identity.

Upper Elementary: GLSEN's Identity Flowers lesson encourages students to explore their own identities and personal experiences with race, culture, ability, family structure, religion or spirituality, and gender identity and expression. Find more lessons for elementary students in our No Name-Calling Week program at www.glsen.org/nncw.

Middle School: GLSEN's Challenging Assumptions lesson provides students an opportunity to experience what it's like to be labeled in a negative way, and as a result, develop empathy for those who others label, even though those labels don't fit.

High School: GLSEN's Learning Empowerment and Self-Identification encourages students to explore how self-identification can be empowering, and have discussions about what it means to be proud of the labels and identities that we all hold. They will also explore the damage that can be done when someone applies labels to another person without that person's permission (consent).
Science & Sexual Health Education
when teaching science it can quickly get very binary (sperm/egg, male/female, XX/XY)

the most important thing is to dismantle this polarizing way of thinking and giving ample examples of ways that nature is not binary. science class can be a place where a very complex world can be, incorrectly, summarized in binaries.

Elementary - In science, elementary students can explore informational texts about animals that highlight their diversity in gender and family structure. Health educators can use these Principles of Gender-Inclusive Puberty and Health Education for more information and best practices.

Grades 6-8 - Educators are mindful of vocabulary and use visuals such as GLSEN's Gender Triangle to distinguish between gender identity, gender expression, and bodies. Educators teach about biology and the human bodies in ways that does not reinforce gender binaries, and includes intersex people. For example, when having conversations involving chromosomes, highlight how not all people born with XX chromosomes identify as women to distinguish between sex, gender, and gender identity. LGBTQ identities are present when discussing healthy relationships, boundaries, and consent.

High School - From learning about meiosis to talking about natural selection, students learn about sex, gender, and gender identity using a diverse represenation. Educators can acknowledge how western culture traditionally views reproduction (between cisgender men and a women) and how many stories are different from that "traditional view." Include the identity and history of scientific figures in relevant lessons, such as Alan Turing in biology lesson or Sally Ride in a physics lesson around velocity and trajectory. Sexual health educators check in with students to answer questions and ensure that they are receiving information and is relevant to them. Word problems in Chemistry and physics can be another opportunity to highlight LGBTQ people, families, and relationships.
For more information, videos, and resources go to www.glsen.org/health and read our blog: Common Core State Standards for ELA and Literacy Elementary Inclusion: 6 Ways I Make My Science Class LGBTQ-Inclusive as a Trans Teacher.
COMMON CORE: Connecting Curriculum to Standards
Writing Core Standard for Grades 6-12
Implementation of the Common Core State Standards is one way that many states and school districts are making efforts to ensure a quality education for all students. The examples below demonstrate how an examination of the standards and themes can lead to locating opportunities for the natural inclusion of LGBTQ-related content in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, and Mathematics.

GLSEN's Ready, Set, Respect! - GLSEN's elementary toolkit has common-core aligned lessons that focus on name-calling, bullying and bias, LGBTQ-inclusive family diversity and gender roles and diversity.
Writing Core Standard for Literacy in History/Social Studies, Science, and Technical Subjects 9-12
Reading the Rainbow: LGBTQ Inclusive Literacy in the Elementary Classroom - This book offers comprehensive resources, curriculum development, resource materials, and a pathway between existing literature and current LGBTQ resources.

Pronouns: Little Words that Make a Big Difference - In this lesson, students will learn about pronouns, how they are used, and their importance. They will learn that pronouns are connected to people's gender identity, and that everyone gets to choose which pronouns work for them. Students will practice using gender neutral pronouns, such as they/them/ theirs, by writing about Hadhir the hamster (they/them).
ELA Standard: Reading and Literature for Grades 9-10
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Suggested LGBTQ-Inclusive Learning Opportunity: GLSEN's LGBTQ History Timeline Lesson facilitates a much needed discussion about the erasure of LGBTQ history in what is considered American history, and the value of critical thinking in history classes. After examining the LGBTQ visibility (or invisibility) in their current history curriculum or textbooks, students proactively create newspaper articles to highlight the stories of LGBTQ leaders and bring them into the classroom.
Common Core State Standards for History/Social Studies
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating, understanding of the subject under investigation.

Suggested LGBTQ-Inclusive Learning Opportunity: Students use GLSEN's National School Climate Survey or Local School Climate Survey to examine LGBTQ student experiences at school. They can also use resources from GLSEN's No Name-Calling Week to examine school climate, bullying and harassment at school.

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Suggested LGBTQ-Inclusive Learning Opportunity: Students read Simon vs. the Homosapiens Agenda by Becky Albertalli and watch the movie Love, Simon. Use GLSEN's Love, Simon: Coming Out and Invisible Identities to conduct a character study of the main characters.

Elementary - Describe the relationship between a series of historical events, scientific ideas or concepts in a text, using language that pertains to time, sequence, and cause/effect.

Suggested LGBTQ-Inclusive Learning Opportunity: Students learn about critical events in LGBTQ History through the living timline and resources at www.glsen.org/lgbtqhistory. Students explore read-aloud books such as Pride: The Story of Harvey Milk and the Rainbow Flag by Rob Sanders (Grades 1-3) or The Stonewall Riots: Coming Out in the Streets by Gayle E. Pitman (Grades 4-6).
Common Core State Standards for Mathematics
Grades 6-8 - Cite specific textual evidence to support analysis of primary and secondary sources.

Suggested LGBTQ-Inclusive Learning Opportunity: Students listen to and read the primary sources of individuals who bore witness to or helped shape LGBTQ history in our country through GLSEN's Unheard Voices, developed in partnership with ADL and StoryCorps. Students research additional textual evidence to support and provide more context to these stories.
Grade 7 - Statistics and Probability 7.SP
High School - Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Suggested LGBTQ-Inclusive Learning Opportunity: Students chose a historic event related to an LGBTQ leader from GLSEN's LGBTQ History Flash Cards. Students research the event through multiple sources with differing points of view to present their own assessment. Find more activities at www.glsen.org/historycards

Elementary - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities

Suggested LGBTQ-Inclusive Learning Opportunity: Ensure that word problems are inclusive, and use this opportunity to highlight diversity in names, gender, and family structure. For example, "Anqelique and her moms bought fifteen apples from the market." or "Miguel and their dads love to draw with chalk." Consider the activities that are highlighted and use this as an opportunity to explore a range of gender expression and activities. Encourage students to write story problems with characters who break gender stereotypes, and have their peers solve them.
For more ideas and best practices, read GLSEN's blog How Do We Make Math Class More Inclusive of Trans and Non-Binary Identities?
Use random sampling to draw inferences about a population. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population.

Suggested LGBTQ-Inclusive Learning Opportunity: Share statistics or informational posters from GLSEN's National School Climate Survey with students to demonstrate population samples as they relate to the experiences of LGBTQ students. If available, use a State Snapshot of this survey results to allow students to explore the experiences of LGBTQ youth in their state. Students can also use GLSEN's Local School Climate Survey tool to collect their own sampling and draw inferences from the results.

High School - Statistics and Probability Interpreting Categorical and Quantitative Data Summarize, represent, and interpret data on a single count or measurement variable. Summarize, represent, and interpret data on two categorical and quantitative variables

Suggested LGBTQ-Inclusive Learning Opportunity: Assign students to analyze LGBTQ demographic trends as reflected in GLSEN's National School Climate Survey executive summary, graphics or informational posters. Assign small groups to create a chart or graph illustrating national trends based on one of the areas covered, such as GSAs, inclusive curriculum, policies, etc.

ADDITIONAL RESOURCES:

Inclusive Curriculum Lessons - All of GLSEN's resources and lesson plans for inclusive curriculum can be found at www.glsen.org/curriculum

Changing the Game - Resources for PE teachers, coaches, and athletic directors can be found at www.glsen.org/sports.

Gender Sexuality Alliance (GSA) Resources - Find more activities and discussion topics at www.glsen.org/gsa

No Name-Calling Week - for lessons on addressing name-calling and bullying go to www.glsen.org/nncw.

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BEST PRACTICE: Inclusive and Affirming Curriculum for All Students One way that educators can promote safer school environments is by developing lessons that avoid bias and that include positive representations of lesbian, gay, bisexual, transgender and queer (LGBTQ) people, history, and events.

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This is the Guide

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A swastika, 20 feet in diameter, is burned into the pavement at a junior high school. A group of white high school students dresses in banana suits for a basketball game and taunts their majority-black rival with racial slurs. A Sikh student has his turban pulled off and hair cut by fellow students.
Your school has plans and protocols in place to respond to fires, severe weather, medical emergencies, fights and weapons possession. But what about school incidents like those listed above that involve bigotry and hate? Are plans in place to respond to a bias incident or hate crime? Too often these plans are created in the moment during the actual crisis. Bias incidents are far too complex for on-the-fly planning; an early misstep can heighten tension and damage chances for long-term success.

Responding to Hate and Bias at School is designed primarily for school administrators, but teachers, staff, counselors, students and others also may find guidance here.

The guide is divided into three sections:

Before a Crisis Occurs

How can you and other school leaders assess your school's climate with an eye toward defusing tension, preventing escalation and avoiding problems?

When There's a Crisis

What are the nine key points to consider when responding to a crisis that has been triggered by a bias incident at your school?

After the Worst is Over

How can you address long-term planning and capacity building for the future, including development of social emotional skills?

Hateful acts at school are dangerous, disturbing and disruptive. But keep this in mind: A bias incident does not define a school. It is, in many ways, a test of the school's culture and climate. How you respond is the true measure of a school's character.

It's up to school leaders to set expectations. Everyone on staff, from the bus driver and custodian to classroom teachers and the IT department, must know that hate, disrespect and intimidation have no place on campus, and that every student should feel welcome.

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A swastika, 20 feet in diameter, is burned into the pavement at a junior high school. A group of white high school students dresses in banana suits for a basketball game and taunts their majority-black rival with racial slurs. A Sikh student has his turban pulled off and hair cut by fellow students.

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How to make your teaching more inclusive

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How to make your teaching more inclusive

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In many courses, the days after the first exam can be stressful. Some students might feel worried about the results, or even doubt their abilities. So at the end of one challenging exam, a professor took a few minutes of class time to reassure her students.

Her brief remarks led to the kind of email that every faculty member should want to receive: "The speech you gave post-exam was something I needed to hear. Thank you for reminding me that I belong here and have the potential to succeed." The student's words tell you a lot about the instructor's teaching style.

You may wonder: Is the role of a college instructor to help students feel included and ready to thrive? Is that something I should be doing? As champions of inclusive teaching, we say - emphatically - yes.

Besides teaching content and skills in your discipline, your role is to help students learn. And not just some students. The changing demographics and circumstances of higher education mean that undergraduates come to you with a wide variety of experiences, cultures, abilities, skills, and personalities. You have an opportunity to take that mix and produce a diverse set of thinkers and problem-solvers.

Teaching inclusively means embracing student diversity in all forms - race, ethnicity, gender, disability, socioeconomic background, ideology, even personality traits like introversion - as an asset. It means designing and teaching courses in ways that foster talent in all students, but especially those who come from groups traditionally excluded in higher education.

Traditional teaching methods do not serve all students well. This guide is for any faculty member who believes, as we do, that education can be an equalizer. We share tips here that any instructor can use to minimize inequities and help more students succeed. We're not suggesting a complete redesign of your courses, but more of an overlay to your current teaching practices.

Jump to a section:

Common Questions

If you're still skeptical at this point, you're not alone. Here are some quick answers to typical questions we hear about inclusive teaching.
I don't teach about diversity. What does diversity have to do with my course, and why should I care?
Some instructors make the mistake of equating inclusive teaching with introducing current events or "diversity issues" into, say, a math course. Of course you should offer diverse content, texts, guest speakers, and so on, where they're relevant, and there's been plenty of talk about that in academe. But when we talk about teaching inclusively, we choose to focus on the teaching methods that apply to all courses.
Are the tools of inclusive teaching just hand-holding? Shouldn't students be expected to learn on their own?
Instead of hand-holding, we prefer the word "structure." Without structure in any situation, you leave it up to chance whether your goals are accomplished. For example, say you threw a party to bring together your single friends. They are far more likely to meet a variety of people if you plan icebreakers and activities (high structure) than if you simply provide space and time for the event (low structure). The same is true of learning: More structure means more students will engage and learn from you and their peers.
I understand these methods help certain students. But don't they harm the ones who don't need this kind of assistance?
Coming back to our party analogy, the extroverted party lover is going to mingle and meet people in either a low- or high-structure event. But the introverts (like us) who aren't comfortable with random mingling won't. Helping those who need the structure doesn't harm those who don't.
My course has a lot of content I need to get through. Can I really adapt these teaching methods to my discipline?
You're not alone in believing that your course is unique in having too much content to make any changes. We're not advocating a total redesign - just that you consider making some tweaks that can be the difference between retaining a more diverse population of students in your discipline, and not.
This all sounds good, but does it actually work?
Yes. We and others have seen positive changes on all kinds of metrics, including narrowed achievement gaps (or rather, " opportunity gaps"), increased interest in our disciplines, fewer students off-task in our classrooms, and more students expressing their thanks at the end of a semester.

Illustration by Nien-Ken Alec Lu for The Chronicle

3 Key Principles of Inclusive Teaching

We'll get to the specific strategies shortly, but first the theory. All three principles convey the same message: You, as the instructor, have the control to create experiences that level the playing field in your classroom.

Principle No. 1: Inclusive teaching is a mind-set.

For every teaching decision you make, ask yourself, "Who is being left out as a result of this approach?" Consider: When you lecture, students vary in their ability to stay focused, process the language, pull out key ideas, and organize the information. Is it "hand-holding" to provide a skeletal outline of your lecture in advance? Critics might think so. But the result is that all students leave class with a set of minimal notes, a clearer idea of the main points, and an expert's example of how ideas fit and flow together. And in the process, your students now have a good structure for how to take notes.

Principle No. 2: The more structure, the better for all students.

It's worth repeating: More structure works for most undergraduates, without harming those who don't need it. Students come to your classroom today with different cultural backgrounds, personalities, social supports, learning differences, and confidence levels. Their very diversity may seem overwhelming at times, but you can reach more of them by sharpening the structure of your syllabus, assignments, tests, and pedagogy. In our experience, all students appreciate and thrive from additional structure, and some benefit disproportionately.

Principle No. 3: Too little structure leaves too many students behind.

Some of the most traditional and common teaching methods - lecturing, cold-calling - aren't very inclusive, at least as they are commonly done. Certain faculty members even take pride in using the classroom to cull the "weak" students from the "strong." This is especially true in STEM fields, as we know from experience, since one of us teaches biology and the other statistics.

When we run faculty workshops on inclusive teaching, we advise participants to envision the types of students who get left behind by low-structure teaching methods. To illustrate that here, let's think about two hypothetical students:

Vanessa is a gifted student in a class with a Socratic approach - a low-structure method of class participation. But she's uncomfortable raising her hand or blurting out answers the way other students do. The result: Her discomfort might be distracting her from learning, and her ideas are not part of the conversation, so others aren't learning from her. Vanessa would benefit from varied opportunities for participation.

Michael is an engaged student who is comfortable in class and in discussions, but he's feeling like a fraud because he received a failing grade on his first paper. Up to this point, he was able to do well by memorizing a lot of content. Now he's in a required course for his major that involves more analytical writing and expects him to apply concepts. It's a low-structure class in which his entire grade will be based on how he performs on two papers and one exam. Michael would benefit from more practice - that is, more low-stakes writing assignments and quizzes, and more-frequent feedback. The discipline might miss out on an engaged student because he may feel that he needs to change majors.

Illustration by Nien-Ken Alec Lu for The Chronicle

Both cases show how a lack of structure can inhibit student learning and development. Conveniently for our purposes here, Vanessa and Michael also illustrate the two main areas in which you can be more inclusive in your teaching - via classroom interactions and course design.

5 Ways to Interact Inclusively With Students

Here are some tips that work for us. We teach small-sized courses as well as large ones filled with hundreds of students seated before us in neat little rows. So don't even try pulling out excuses like "My course is too large to do any of this" or "My classroom space is not ideal for these techniques." We hear you, but we've seen these strategies pay off in all types of courses and classrooms.

Get comfortable with periods of silence in your classroom.

Think-pair-share is a gateway technique to active learning. It's the versatile little black dress of inclusive teaching. Yet we often shudder when we see it in practice, as faculty members tend to skip right over the thinking part.

There it is, prominently in the name of the technique: think-pair-share. The thinking time is crucial for students to form and own their individual thoughts before pairing off and sharing. Otherwise, you risk seeing some students monopolize the discussion and others, like Vanessa, overwhelmed and left behind. That could cause quiet students to prematurely accept other people's ideas before considering their own, and lead those dominating the discussion to think their contributions are more valuable. As the instructor, you know that good ideas can come from any student.

Some instructors rush the "thinking" part of this exercise because they get nervous about too much extended silence. Even five seconds of silence in a classroom can feel like an eternity. Back when one of us (Kelly) was trying out new ways to break up a long lecture, a colleague observing the course said, "You use silence in the classroom so well. I never thought about this as a tool before."

We urge you to get comfortable with the silence so that all students have the time they need to think. Tell the class, "I'll give you two minutes to think or write silently, and then I'll prompt you to pair up with your classmates." Be prepared to repeat that every time you use this technique. If you know that you feel discomfort with silence (most of us do!), you may want to use a timer to regulate it. And lastly, in using think-pair-share, consider ideas that modify and mix up the "share" element, such as using polls and index cards, or having groups of students share with other nearby groups.

Add structure to small-group discussions.

A classwide discussion has its benefits, but not all students have the desire, confidence, or chance to participate. Small groups give students a low-pressure way to vet their ideas with peers. Both of us use this time to walk around the classroom and eavesdrop, often with the goal of affirming the work of a few students who could use a confidence boost.

Assign and rotate roles. Students who are at ease in class discussion, like Michael, have a tendency to take over. By assigning and rotating roles (reporter, skeptic, facilitator), you increase the structure and level the playing field a bit.

Take time to teach students how to participate in small groups. Be explicit about some of the "rules," such as exchanging names before they get started and putting away their cellphones or laptops.

Provide clear instructions on a screen or worksheet. We've observed many faculty members give a single oral prompt, but that leaves behind students who have hearing loss, who have learning differences, or who simply need to be reminded about the task at hand. Principle No. 2 about structure applies here, too: Some people need visual cues, but offering them certainly won't harm the other students. For more advice on this front, read about "universal design for learning."

Assign a task to make groups accountable for their work. For example, have groups submit ideas via a worksheet or a shared online document.

Yet this technique is not as inclusive as it could be, if you leave it to chance that the teams will function well (low structure). Here are some ways to add structure to small-group discussion:

A no-tech approach: Offer a prompt and ask students to write an anonymous response on a notecard. Ask them to swap cards, and then swap again. Start a class discussion with a few students reading aloud the card in front of them.

A tech solution: Choose a classroom-response system (clickers, web-based polling) or a discussion board in which students are anonymous to one another but not to you as the instructor.

Allow anonymous participation.

Not all participation and engagement in your course needs to be spoken. In an essay in The Chronicle, Sarah Rose Cavanagh reminds us that anxiety is a huge barrier to learning. Students who are introverts, who feel that they don't belong in a college classroom, or who hold a minority opinion on some issue may need to engage with the class in other modes besides public speaking. For example, some students with conservative viewpoints may be reluctant to participate in a class discussion if they perceive that nearly everyone else has a liberal viewpoint.

Here are two ways to use unspoken, anonymous participation in class:

Note that both approaches would help Vanessa (our hypothetical student who is reluctant to participate in class), as well as a student with unpopular political views. We recognize that speaking up may be a skill you are trying to cultivate, and these techniques provide a way to build trust and help students gain confidence. Perhaps you are starting to see how the same strategy in an inclusive-teaching toolkit can work to reach a diverse mix of students.

Counteract self-perceptions that stunt student learning.

Two such self-perceptions that we frequently encounter are a fixed mind-set (versus growth mind-set) and impostor syndrome.

A fixed mind-set reveals itself in comments like "I'm not a math person" (uttered more than a few times in the history of higher education). To counter it, one of the simplest things you can do is talk about a growth mind-set in class. Your goal: Help students to see that intelligence is not a fixed, predetermined quality but something that can be developed via learning. Students may be particularly receptive after a challenging assignment or a midterm exam. If it doesn't undermine your expertise, describe a task that you found difficult - maybe learning how to speak a foreign language or play the guitar. Convey that learning is hard yet not impossible. One of our favorite words to use on this front is "yet," as in: "I haven't learned how to do X well yet, but I'll get there!"

One of us (Viji) recalls the first time she heard about "impostor syndrome" - the feeling that you don't belong on a college campus and might be found out as a fraud despite your accomplishments. How reassuring it was to find out that the feeling was common, and even had a name. You don't have to experience it to sympathize with it. And sometimes feelings of imposter syndrome stem from exclusionary messages in your environment. No matter whether the feeling is internal, external, or both, you simply need to remind students: "You belong here." If it feels comfortable to do so, share a time when you felt like a fraud. It might help students like Michael who are struggling with the rigors of college, and it won't hurt those who aren't. If you're uneasy discussing your personal experiences in class, consider other ways to communicate that message, such as through your syllabus, emails, or study guides. The key is to be explicit about it.

Connect with students personally.

This is a skill you may need to practice. Even if making personal connections with students comes naturally to you, it can be tricky to find the time, identify the appropriate words, and establish boundaries. But it's worth the risk. Here are some things that work for us:

Use their names. It's an easy yet powerful way to connect. Years ago, when we led a campus discussion on how to create an inclusive learning environment, we were struck by the simplicity of the requests from students. Many described how meaningful it was when an instructor made eye contact or called them by name. You can try simple hacks like having students use name tents or hang folders over desks with their names in large print. Don't assume that, just because you won't learn the names of all of them, you don't need to learn any of them. Having trouble pronouncing some names? Ask for a phonetic spelling or a recording - a request that is deeply appreciated by those of us with difficult names to pronounce ("How is Viji pronounced?"). Many learning-management systems include that function now.

Model sharing pronouns. On the first day of class and on your syllabus, share your pronouns and invite students to share theirs with you and with peers if they feel comfortable doing so. Students who identify as LGBTQIA will appreciate this welcoming gesture, and all students will see you modeling inclusive methods to avoid assumptions about students' gender identities.

Fire off a quick note. We use this technique early and often throughout the semester. Send a note congratulating students who were successful on an early exam or paper or who substantially improved. Reach out to those who didn't do so well and express your willingness to help them. Check in with students who have missed a class or two. Whether through a mass email (now's a great time to learn how to do a mail merge incorporating a preferred name from your pre-course survey) or individual notes, reach out. The same principle behind learning their names applies here: Just because your notes won't reach every student doesn't mean you should abandon sending any.

Share some of who you are as a person. In his essay on "How to Teach a Good First Day of Class," James M. Lang reminds us, "We do not teach brains on sticks." Similarly, students are not taught by brains on sticks. When you talk content, and only content, you run the risk of losing a human connection with them. Be careful not to overshare or sidetrack your class sessions, but it's OK to strategically place a photo of your pet somewhere that students can see, or to offer an insight about yourself that is relevant to a class topic. Such small gestures help students see you as a whole person. Both of us have found that students devour anything we share about our home lives, favorite TV-show binges, and the like.

Acknowledge hard times. Viji started one recent class by saying how grateful she was for her time with students that day because she was experiencing something personally challenging and appreciated the respite. Surprisingly, several students contacted her afterward to express concern. Even more poignantly, they thanked her for not feeling that she had to mask being sad - it provided a model, they said, for how to do the same with their peers. Likewise (and unfortunately), there are events during the academic year that touch our students' lives. Some are personal and some are societal, and you may feel uncertain how to express concern without taking a side that may alienate some students. Here's a useful phrase you might keep in your back pocket: "I know this can be a tough time, and I want you to know I'm thinking about you."

By adding structure to your teaching and by taking steps to connect with your students personally and emotionally, you confirm for apprehensive students like Vanessa and academically struggling students like Michael that they are not invisible. They belong in your classroom, and you care about them.

Ideas for Inclusive Course Design

Unfortunately, taking steps to interact with students more inclusively in your classroom might not be enough to reach students like Michael who are at risk because of the way a course is organized - too much emphasis on lecture, too few assignments, too much of the grade based on a single paper, midterm, or final exam. So the second major question to ask yourself is: Who is being left behind by my course design?

Here are some ideas to bring more structure to your course design, and we hope, more success to all students, including Michael.

Design courses in which you speak less.

A mistake that many rookie instructors make (and plenty of experienced ones, too) is to talk through an entire class meeting. As a result, whenever they pose a question to students, it seems like an afterthought rather than something intentionally baked into the course design. But you may object, "How will they understand if I don't explain it to them?" Our response: "How will you know they understand if all they've done is listen?" These strategies have worked in our courses and align with best practices in pedagogy:

Give lots of low-stakes quizzes and assessments.

Your goal here is to evaluate the learning of every student in every class - preferably multiple times. Students like Michael might not realize that they are struggling to retain the material until they fail the first exam. With multiple assessments in class, students practice asking themselves metacognitive questions such as, "How do I know I understand something?" As the instructor, you also benefit by learning immediately how many students are having trouble with a particular concept or skill. For example, how will you change your approach if you learn that only 60 percent understand a concept? By speaking less and asking more of all students, you avoid allowing your impression of the course's progress to be set by a few students who appear to understand the material. Rather, you are obtaining evidence about the learning of all students, equally. If you teach a class with a large enrollment, don't feel overwhelmed by the idea of multiple assessments. Many technologies can assist you with grading, and you very likely can find help from your institution's teaching-and-learning center.

Incorporate TTQs - typical test questions.

This simple technique came from one of our high-school calculus teachers. Since then we've shared the idea with many instructors who found the tip useful. TTQs help students identify the caliber of questions they are likely to encounter in a forthcoming assessment, and give you an opportunity to assess the learning of every student. When a student like Michael has difficulty with the course TTQs, he has evidence that he doesn't yet understand the material and needs extra support. You can identify the Michaels earlier in the semester, and reach out to them before the first exam.

Assess them before and after class, not just during.

The assessments should be low-stakes, yet required. For example, a vocabulary quiz before class will acquaint students with terminology, while a short essay after class might emphasize deeper work with a concept. Pre- and post-class assessments distribute learning over time and help all students build study habits that avoid cramming. The most important aspect here is that the work is not optional. Why? Simply put: How often do you do optional work in your job? When assignments are optional, compliance will vary and you risk exacerbating differences in study skills, background knowledge, and the like. For example, if Michael has a false sense of confidence about his understanding or is not managing his time well, he may decide not to participate in an optional study guide. Some students have been trained to seize every attempt to practice, while others haven't - and that, in turn, can contribute to disparities in performance.

Reduce the stakes of major papers and tests.

When a single exam or a paper carries a lot of weight, you risk letting that one experience or day wreak havoc on a student's grade. You can downplay high-stakes work by: (1) allowing students to drop one or two of their worst scores on exams, assignments, or quizzes; (2) letting students replace an earlier score with a cumulative final grade; and (3) replacing some of the weight of high-stakes work with smaller, more frequent assessments. Unfortunately, we've seen many students like Michael, who experience an early setback in a pivotal course and feel their only option is to drop the class and change majors. Ask yourself: Is my grading scheme allowing students to grow?

By relying less on lectures and more on activities that you can assess, you increase the validity of your grading while helping students cultivate a sense of hope in the face of a single setback. As faculty members we often emphasize the importance of resilience in the face of failure (learning requires making mistakes, right?). It's important that, in course design, we practice what we preach.

Write a syllabus that sets both semester goals and provide daily objectives. Those daily objectives become a study guide for your students.

Set deadlines for major assignments and exams at the beginning of the semester and try to stick to them.

Provide clear instructions for each assignment. Be transparent about how students will be graded (i.e., use a rubric) and what mastery looks like.

Write exam questions that align with your daily objectives. If you come up with a good question that doesn't match one of your stated objectives, you have misalignment. Skip that question this semester and use it next semester, after you have revised your objectives.

Follow those "rules" and you might have students actually thank you, as ours have, often along the lines of, "I never wondered what I would be tested on or how to write a good paper, because it was clearly laid out. I just had to put the work in."

Design the online content of your course in ways that help students easily find what they are looking for. For example, organize modules around themes, objectives, or week-by-week schedules.

Set clear expectations.

Imagine you were asked to be part of a grant-writing team in which you had only a vague idea about how much time it would take and what a successful proposal would look like. Fitting that task into your already busy life would stress you out, right?

Similarly, a lack of clear expectations in course design can induce stress among your students. They need dependable structure around due dates. They need to know what success looks like in your class. If those things are lacking, that will be a source of anxiety and tension for some students (for example, those who work, are parents, or have learning differences) more than others. You as the instructor can remedy their stress, while at the same time getting kudos for being "organized" from the students who need less structure.

Illustration by Nien-Ken Alec Lu for The Chronicle

Here's a checklist of ways to set clear expectations - and avoid unnecessary stress and miscommunication - around what it takes to be successful in your course:

Connect with students through course content.

Of course, not all students will have an immediate passion for your discipline, and you will have trouble attracting and/or retaining some groups of students more than others. Consider how Harvey Mudd College reached gender parity in its computer-science and engineering majors within just a few years. One way was to focus on content. For example, many women had an interest in biology, so the computer-science department added a section of its introductory course related entirely to applications in biology.

As you introduce content in your course, constantly ask yourself: "Why should a student care about this?" Consider your own material and the diversity of students in the class. Choose a few student personae and come up with links to content, readings, and skills that might be compelling to them. For example, in a biology course, a student from a farming town might be interested in how research in the discipline transformed pest control in crops. In a statistics course, a military veteran might be interested in how data can be analyzed to compare civilian and military life. Putting yourself in students' shoes and asking, "Why should I care?" can lead to deeper learning in your course and your discipline.

How Will You Know If Your Efforts Are Working?

Just as you assess students on their learning, you should assess your teaching practices and course design for inclusiveness. How?

Survey your students.

This one is the easiest. And we always learn something when we survey our own students. At the beginning of the semester, ask students what makes them feel included in a course. Check in again midsemester to find out what they think could be improved, so that you can make a few meaningful changes for the second half of the course. At the end of the semester, both of us have an added question on our student evaluations of teaching that reads: "In what ways did I (the instructor) convey that I cared for all students' learning?"

Ask a peer to observe your class.

Because there is only so much a peer can focus on in a single class session, ask your colleague to comment specifically on whether you offer students a diversity of ways to participate, and whether your " instructor talk " is as inclusive as it could be. If you have an instructional team (co-instructors, teaching assistants, or undergraduate assistants), your teammates may have insights on the inclusivity front.

Collect data.

Given that one of us is a statistician, we hope you aren't surprised by the suggestion that you collect and analyze some data. Talk with folks in your campus teaching-and-learning center about data you might want to track and how to analyze it. Your institution may have data available by request or through dashboards. Start small by seeking to answer a particular question you care about.

The Universal Benefits of Inclusive Teaching

If you need any further motivation, consider a comment one of us received from a first-generation college student: "Believe it or not, when I walked into the start of this class, I was defeated and didn't believe in myself. With your help, I started believing that I could achieve the things I wanted to achieve."

Or this one from an international student and person of color: "In one class, you presented one of my answers (anonymously) to the whole class, and it was such a huge encouragement for me. I am proud to let you know that because of your inspiration, I switched my major."

You will have your share of Vanessas, Michaels, and plenty of other types of students. They are different students with different needs, yet many of the solutions are universal. Again, inclusive-teaching methods won't harm students who don't need the additional structure, but will help level the playing field for those who do.

"Inclusive Teaching," published in April 2019, by Bryan Dewsbury and Cynthia J. Brame, as part of the CBE-Life Sciences Education series of "Evidence-Based Teaching Guides."

"Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity," published in CBE-Life Sciences Education, by Kimberly D. Tanner.

"Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?," by Sarah L. Eddy and Kelly A. Hogan, published online in 2017 in CBE-Life Sciences Education.

We hope the concrete steps we've outlined here provide a road map to make sure your classroom interactions and course design reach all students. When we as faculty members include more students in the learning, we empower them to achieve and show that we care about them and their sense of belonging. If we're really fortunate, they'll make a home in our disciplines and help tackle the biggest challenges. Who knows? They may come to love our disciplines as much, maybe even more, than we do and to pay it forward.

On the Teaching in Higher Ed podcast, a 2018 episode featured the two of us discussing how "interactivity and inclusivity can help close the achievement gap."

The Pod Network has a list of resources on diversity, equity, and inclusion.

Brown University's Center for Teaching and Learning offers a helpful web page on inclusive teaching.

For information on introverts and introversion, try Susan Cain's website, The Quiet Revolution. She is the author of Quiet: The Power of Introverts in a World That Can't Stop Talking.

Resources

Summer Institutes on Scientific Teaching, offered regionally.

"Mental Health First Aid," an eight-hour course on how to help someone who is "developing a mental health problem or experiencing a mental health crisis."

The Safe Zone Project, a free online source of curricula and other activities related to LGBTQ identities, gender, and sexuality.

Books

Journal Articles

Podcasts and Websites

Training Opportunities

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teach everyone: universal design for learning in higher education

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How to Make Your Teaching More Inclusive

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In many courses, the days after the first exam can be stressful. Some students might feel worried about the results, or even doubt their abilities. So at the end of one challenging exam, a professor took a few minutes of class time to reassure her students.

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Preparing for Cultural Diversity: Resources for Teachers

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How can teachers prepare for diverse classrooms? There isn’t a definitive answer, but there is a wealth of resources online. Discover some helpful links for teachers.

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As nationwide protests against police brutality continue, teachers in their virtual classrooms are once again searching for ways to help their students process the killings of black people in police custody in the United States.

Speaking with Education Week on Monday, teachers said that they and their colleagues have a responsibility to address these protests, which erupted when George Floyd, an unarmed black man, died after a Minneapolis police officer knelt on his neck for almost nine minutes.

"Teachers cannot be silent during this time," said Patrick Harris, a 6th and 7th grade English and social studies teacher at the Detroit Achievement Academy. "Teachers have to take a stand. Students are absorbing this, [and] they're going to ask themselves later on in life or even now, 'What was my teacher doing during this time?'"

Talking with students about these events, as they experience them, is top priority right now, said Abdul Wright, who teaches 8th grade language arts in North Minneapolis. "I have to find a way to make meaning of this in a way that creates a better society for them," he said.

Some teachers whose classes have already ended for the school year are reaching back out to students, particularly their black students, giving them space to talk about their emotions and ask questions.

Other teachers in schools still in session are seeking materials and resources to teach about this moment, such aslesson plans that engage students in conversations about racism, policing, and protest.

On Monday, Chicago Public Schools released "Say Their Names," a collection of lessons and materials designed "to help foster productive conversations about race and civil disobedience."

The toolkit links to other organizations' resources on supporting black students' mental and emotional health, discussing the Black Lives Matter movement, and talking about anti-black racism with non-black students. And it encourages teachers to educate themselves on racism in the U.S. before broaching these topics with students.

In California, theLos Angeles Unified School District posted a collection of resources for teachers, for talking about race with children and addressing trauma. The superintendent of education in the state, Tony Thurmond, said the California Department of Education will also be releasing online materials and trainings.

For teachers looking for more classroom resources-for themselves and their students-Education Week has compiled the following list:

Resources about George Floyd's death and the current protests:

The Anti-Defamation League has created a short lesson on Floyd's death and police killings of black people, which includes a reading, discussion questions, and action steps for students aged 11 and up.

Resources for talking about race, racism, and Black Lives Matter:

In addition to addressing race and racism in lesson plans, experts and advocates have urged teachers to build a diverse classroom library with protagonists who look like their students.

The group Embrace Race compiled a list of 31 children's books that address race, racism, and activism. And the nonprofit Teaching for Change put together a list of social justice books for teens.

Joe Truss, the principal of Visitacion Middle School in San Francisco Unified and a consultant on racial equity in schools, has curated a list of books for teachers who want to engage in anti-racist work.

Starting these classroom conversations can be uncomfortable and challenging. But for black teachers, talking about police brutality and anti-black racism can be particularly emotionally draining. The Practice Freedom Project, founded by Atlanta educator Tamara Pearson, is hosting virtual meditations and reflections for black educators.

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15 Classroom Resources for Discussing Racism, Policing, and Protest

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As nationwide protests against police brutality continue, teachers in their virtual classrooms are once again searching for ways to help their students process the killings of black people in police custody in the United States.

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A friend of mine recently told me about an incident involving students at Berkeley High School. On the first day of classes, African-American juniors and seniors were being asked by their honors course teacher to show him their schedule when they entered the classroom. The teacher, who was white, apparently assumed the black students were lost and in the wrong room, and his gesture made them feel unwelcome and humiliated.

This is an example of implicit bias-a behavior that arises from subconscious associations, which may even contradict someone's explicit values. Implicit racial bias plays a role in many classrooms and schools with potentially devastating effects. In one recent experiment with preschool teachers, researchers found that when teachers were primed to look for behavioral problems while watching a classroom video with black and white children (none of whom were misbehaving), teachers gazed much longer at black children than white children, as if anticipating the behavioral problems would come from the black children.

In another experiment from the same study, teachers read a vignette about a behavioral problem with a preschooler randomly identified as a black boy, black girl, white boy, or white girl, and then were given details about the child's background or not. Providing the background information on the child increased the severity of suggested disciplinary actions when the race of the teacher didn't match that of the child, supporting the idea that we are more inclined to punish those who look different from us.

In fact, disciplinary actions are more likely to be perpetuated against African Americans-boys and girls alike-than any other group of students, regardless of the infraction. And while it's understandable that teachers would want to prevent disruptions in the classrooms and take actions to avoid them, some seem to have little idea of how to do that without turning to ingrained biases.

Of course, teachers are not alone in having racial biases. Their behavior reflects how social messages are hard to escape, even for people of color. But studies like these show how racial disparities can be perpetuated in classrooms, too. If left unchecked, this kind of biased treatment can haunt a student well into elementary school and beyond, making the promise of "schools as the great social equalizers" a false one.

The good news is that teachers can learn to combat their prejudice, even the implicit kind, if they become more aware of it and take steps to actively fight it in themselves. Here are some of the ways that might help educators treat all of their students with dignity and care.

1. Cultivate awareness of their biases

Teachers are human and therefore influenced by psychological biases, like the fundamental attribution error, when we assume that others who behave in a certain way do so because of their character (a fixed trait) rather than in response to environmental circumstances. In-group bias leads us to assign positive characteristics and motivations to people who are similar to us.

Biases like these are natural, used as cognitive shorthand for making quick social judgments in ambiguous situations, especially those involving people from unfamiliar ethnic or social groups. They become a problem when we're not aware of their impact on other people. And if we're part of a majority group with more social, economic, or political power than a minority one, then accumulated unconscious bias can be extremely destructive, limiting the life opportunities and hurting the well-being of the minority group.

Many researchers believe that becoming more aware of our biases can help us improve our interactions with others, decrease our sense of unease in interracial contexts, and make better decisions. Though most of this research has been done with other professional groups or the general public, the same lessons are likely to apply to teachers.

However, many teachers feel pressures not to cop to those biases, perhaps out of fear they will be accused of racism. This leaves them blind to the ways that biases work at an unconscious level. Pretending to be colorblind is not helpful and in fact adhering to a color-blind philosophy has been shown to increase implicit bias, at least in college students. Admitting that we are all subject to biases creates a safer space to examine them more carefully and to take steps to fight them.

2. Work to increase empathy and empathic communication

Empathy -the ability to understand another's perspective and emotions-is important in all human social encounters, including teaching. Yet, often teachers have little understanding of the communities where their students live and have trouble understanding their perspectives, leading them to treat these students more harshly.

One solution: learning about the lives of students and showing that you care. At least one study has found that actively trying to take the perspective of another person-as opposed to trying to be "objective"-increased one's ability to not fall prey to stereotypical views of others. Actively inducing empathy for another person has been tied to a willingness to consider environmental circumstances more closely when handing out punishments for misbehavior. And, one recent study has found that training teachers in empathy cut down student suspension rates in half.

Though perhaps more research has been done on empathy in other professionals (such as physicians and police officers), teachers may want to take note of the ways that they have learned to increase their empathy through a combination of stress reduction, learning how to manage difficult emotions, and practicing empathic communication. Treating students with kindness and consideration is a sure way to bring out kindness in them, too.

3. Practice mindfulness and loving-kindness

Mindfulness practices-such as paying attention in a nonjudgmental way to one's breath or other sensations-has been shown to decrease stress in teachers, which can indirectly have an effect on reducing bias. But according to some research, mindfulness may also have a direct effect on bias reduction as well.

In one study, young white participants who listened to a 10-minute audiotape with instructions in mindfulness showed less implicit bias towards blacks and older people than those who listened to a 10-minute discussion of nature. This suggests that nonjudgmental awareness, even when not specifically focused on reducing prejudice, can help reduce unconscious biases.

Loving-kindness meditation-a practice that involves consciously sending out compassionate thoughts toward others-may also help. In a recent study, the random assignment of a short-term loving-kindness meditation reduced implicit bias toward a targeted group, though it didn't decrease implicit bias for other groups not targeted by the meditation.

4. Develop cross-group friendships in their own lives

While it's important to take steps in the classroom, the relationships we form outside of the classroom can also have an impact on bias.

Cross-group friendships have been shown in several studies to decrease stress in intergroup situations, to decrease prejudice toward outgroup members, and to decrease one's preference for social hierarchy or domination over lower-status groups. These findings alone might encourage teachers to seek out cross-group friendships in their lives so that they can be more receptive to the diverse students they find in their classrooms.

Another reason for teachers to consider developing cross-group friendships is that they may influence their students to do the same. When people see cross-group friendships working out in positive ways, they tend to be more willing to engage in cross-group friendships themselves.

In addition, positive cross-group friendships can have contagion effects in other people within social groups, turning whole communities into warmer, more receptive spaces for cross-group interactions. All of this bodes well for teachers role-modeling the kind of behavior they want to see in their students.

Of course, this doesn't necessarily mean teachers should indiscriminately approach someone just because they are from a different racial group. Instead, teachers can reach out to colleagues at work, or get involved in activities or perhaps attend events where people with different backgrounds and perspectives come together for a common cause. Developing friendships can be one of the best ways to break down barriers of prejudice, and it's more easily done when people have some common interests.

Is this a lot to ask, given all the burdens our society heaps on teachers? Perhaps. Teachers should get more support than they do, and, ideally, school districts should make reducing implicit bias a priority backed up with money, policy, and training. Individual teachers can only do so much.

Luckily, the teaching profession tends to attract altruists who want to teach in a way that helps their students. By working at countering implicit bias in themselves, they can truly make a difference in the lives of their students, making them feel safe, cared for, and welcome in the classroom.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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Four Ways Teachers Can Reduce Implicit Bias

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We're all subject to bias. Here are tips to help teachers treat all of their students with dignity and care.

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How Teachers Can Address Bias at their own School

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How Teachers Can Address Bias at their own School

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NEA is growing the movement to win education justice for our students, schools, and communities.

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WHAT IS THE GIST OF THE RESOURCE?

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HOW CAN YOU USE THE RESOURCE TO ADDRESS ...

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HOW CAN YOU USE THE RESOURCE TO ADDRESS ...

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BIAS/INEQUITIES/ SITUATIONS OR CREATING A CULTURE IN YOUR CLASSROOM?

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WHAT IS THE GIST OF THE RESOURCE?

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HOW CAN YOU USE THE RESOURCE TO ADDRESS...

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HOW CAN YOU USE THE RESOURCE TO ADDRESS...

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BIAS/INEQUITIES/SITUATIONS OR CREATING A CULTURE IN YOUR CLASSROOM?

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WHAT IS THE GIST OF THE RESOURCE?

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HOW CAN YOU USE THE RESOURCE TO ADDRESS...

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HOW CAN YOU USE THE RESOURCE TO ADDRESS...

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BIAS/INEQUITIES/SITUATIONS OR CREATING A CULTURE IN YOUR CLASSROOM?

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Critical Practices for an Inclusive Classroom

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Critical Practices for an Inclusive Classroom

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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As an antidote to implicit bias and stereotype threat, educators can build identity-safe classrooms and schools.

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Resource: Identity Safe Classrooms and Schools

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Resource: Identity Safe Classrooms and Schools

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This source goes over 4 different ways for teachers to support safe classroom communities (child-centered teaching, cultivating diversity as a resource, classroom relationships, caring classroom environments).

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The resource gives examples of biases, bullying, exclusions, bigotry, and negative remarks, and then gives suggestions for actions teachers can take, both indirect and direct actions.

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This resource contains a script/sentence starters to address bias or micro-aggressions.
This can be used in the classroom when you, as a teacher, sees micro-aggressions or bias expressed. These can also be good questions or sentence starters when having classroom conversations about bias and micro-aggressions and how the class will work through them.

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It establishes guidelines that you should already have in your classroom to address bais. It is a good resource for teachers who do not know where to starts, it is a step by step pricess of how to addesss bais. It also provideds different context for different situations. It goes through how to stop the baises.

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Resource Title 2: Responding to Hate and Bias at School

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Resource Title 2: Responding to Hate and Bias at School

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The gist of the aritle is how teachers can prevent race and baises incidents at school. Teachers can use this resource to address baises by reading the information given and applying it in different situations. It also gives a bluebrint for how to address a hate crime, and it promote inclusion.

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This resource highlights the significance of creating a safe space from the first day of school. It includes tips on how to make the classroom space inclusive for LGBTQIA+ students.

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Resource: How to make your teaching more inclusive 

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Resource: How to make your teaching more inclusive 

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Has explanations of why the different strategies are effective. Addresses common questions and gives many strategies for in-class restructuring.

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Provides examples of situations and how they were handled, gives broader understanding of how to speak up, ends with a lesson plan and more resources.

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-  use this resource to create a classroom environment that is anti bullying and inclusive of all genders, sexualities, families, etc.
- be aware of gendered language and prevent from using it on forms home
- recognize biases and be comfortable with calling in other teachers that create an oops or an ouch

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This resource offers a guide for ways in which teachers and school administrators can engage with students and create more inclusive environments for their LBGTQ students prior to the start of the next school year.

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The back to school guide gives suggestions for how teachers can create an inclusive classroom from day 1. It offers you resources to educate yourself in techniques and skills that will help make a classroom and sports team more inclusive. It gives you hints in how to set the tone for the year, and gives you certain months and dates that are important in the LGTBQ community and how you can use theses dates to foster an inclusive classroom.

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Interrupt, Question, Educate, Echo. The four key parts of speaking up against bias. It offers possible examples of what to say

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Resource Title 1: ThinkB4YouSpeak Teacher's Guide (GLSEN.ORG)

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Resource Title 1: ThinkB4YouSpeak Teacher's Guide (GLSEN.ORG)

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This resource provides teachers with brief lesson plans, inclusive classroom norm practices and guides to create/foster safe discussion space around LGBTQ+ advocacy. This resource also aligns with a GLSEN ad campaign, and thus provides short PSA videos to share in classroom to further encourage discussion and advocacy.

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SPEAK UP AT SCHOOL:
Schools are for community building and social interaction--They also have policies/rules that govern interpersonal relationships.
School should be a place that embraces an environment that encourages compassion, understanding and acceptance of difference. Allies are important; seek them out, and be an ally for others.

If a teacher or administrator fails to set a good example — or sets an outright bad example — call upon that person's high-profile role in seeking change: "You're the teacher. People look to you as an example.

Model good behavior, and provide assistance when others struggle

Stay close to friends or adults. Let them know what's happening.
"When bullying is ongoing, practice non-aggressive ways to respond"

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Educator Guide No Name Calling Week - A source that explains what No Name Calling week is and how it can be implemented in schooled.

Back to School Guide For Creating LGBTQ Inclusive Environments
- Providing an overview of where to start with creating a  LGBTQ inclusivity environment for teachers who don't have much a background on the topic.

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Am I a person who will:

Interrupt- Speak out against a hateful remark

Question- Ask a simple question in response to hateful remark

Educate- Explain why a phrase is offensive

Echo-When a student calls out bias, support them by reiterating their point

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Resource Title 1: Countering Stereotype Threat

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Resource Title 1: Countering Stereotype Threat

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The gist of this resource is to not be silent when students (or anybody) spew stereotypical remarks, perspectives, and/or epithets. While it's key to tell students in that moment why it's harmful to view people through a stereotypical lens, you also have to create a space where students can talk about stereotypes, and what they can do to not succumb to believing them (e.g., Dissolving Stereotypes activity).

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Step 1-3: Reflect/Identify the problem
Step 4-7: Envision and enact solutions

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This resource is a lesson plan that allows teachers to execute a series of activities that teach students what assumptions are, why they are significant, and how everyone makes assumptions implicitly all the time without realizing it.

The lesson follows a pretty typical model in which the teacher begins by putting students into small groups based on common interests. From there, students are asked to reflect independently on their own identity and how they are perceived by others.

The teacher is meant to leverage this into meaningful small-group discussions that address each of those questions, while also pivoting the conversation towards any experiences the students have with targeted harassment, profiling, and so on. Different forms of assumptions that have a negative impact.

Finally, a large group discussion where they break down a few essential questions about assumptions while reflecting on the personal experiences they've shared.

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Model how to speak up on inequalities. Summarizes what interrupt, question, educate and echo should look like in a moment when you are speaking up against bias.

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Steps:
1-Create a safe space
2- Let the students form groups to find common interests
3-  Hand out cards for them to individually answer questions about assumptions such as: "What wouldn't we know by just looking at  you?"
4- Have small group discussions and share experiences
5- Have a larger group discussion about the experiences and record similarities.

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Stereotype threat is when students internalize negative stereotypes about a group they belong to and are focused on trying not to confirm this stereotype, which usually results in the opposite outcome. This resource can teach educators what stereotype threat is and emphasizes that stereotypes and other forms of bias affect their classroom, even if they are not actively participating in that bias. If educators don't do anything to counter the bias in their school or classroom then they are complicit and contributing to the problem.

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Based off of a novel wherein kids who had been battered by bullies, who successfully created a party in their student council called "no name calling" 40 schools have instituted a "No name calling Week."

" Overall, victimization based on appearance or body size was by far the most
commonly reported type of bias-related victimization. It’s important to note that LGBTQ students more
frequently experienced sexual harassment, having rumors/lies spread about them, property damage, and
cyberbullying than their non-LGBTQ peers.2 It is clear that name-calling in schools is a problem."

Whether effective initially or not, having an official "No Name Calling" week brings awareness to slurs and to the damage it does to others. It also gives a space for students to advocate for a safe space in their classroom and school that addressses their concerns. Overall, NN Week is a great idea and a step in the right direction.

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This resource provides eight steps that can be used when someone hears a microagression or biased statement. Teachers can employ these cards in a situation and provide them for students so that they are able to open the floor for dialogue. This resource can help those involved to navigate their own biases and reflect on their own behavior/statements.

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Includes videos, scripts, ideas for lessons to prepare for students on the topics of inclusivity and sexuality. Part of a big campaign on not using the word "that's so gay"

Also includes talking points. How to discuss microaggresions with students as they come up and how to talk about what is okay to say and what is not and why

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Steps for how to address bias in the moment

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Four Ways Teachers Can Reduce Implicit Bias

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Four Ways Teachers Can Reduce Implicit Bias

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1. Cultivate Awareness of Biases
2. Foster Empathy
3. Practice Loving-Kindness
4. Develop Cross-Group Friends

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S- say what you feel
A- ask for help
F- find a friend
E- exit the area