Today’s students are diverse and include marginalized groups that have historically been excluded from mainstream education (Ladson-Billings, 2013). In 2021, students of color comprised upwards of 40% of the 15.4 million undergraduates enrolled in U.S. colleges and universities (Nam, 2023; National Center for Education Statistics, 2023). Gloria Ladson-Billings, whose work centers on culturally relevant pedagogy, argues that diverse students require inclusive learning to succeed. “[These students] do not fit neatly into the rigid categories of race, class, gender, or national origin” upon which hierarchies of the past have been built (Ladson-Billings, 2013, p. 5), so authentic representation of diversity in higher education is critical. Adrienne Keene, an assistant professor of American Studies at Brown University, writes that instructors can do their part to support underrepresented students by being honest about their own bias and blind spots, critiquing their course materials, and integrating meaningful representations of diversity into the curriculum (Fuchs et al., 2020; Keene, 2015).
Using inclusive texts, or course materials, is one way to meet the needs of diverse students. Such texts are key components of culturally responsive teaching (CRT) approaches, which have been shown to support achievement and cultivate a sense of belonging for poverty-affected and other marginalized college students. Using inclusive texts “can tap into background knowledge, spark engagement, enhance comprehension, deepen understandings, [and] encourage oral language and writing” (Heineke, 2022; Kwak, 2020). Inclusive texts also strengthen connections within the classroom and help build community. When courses are designed to promote diverse cultures and perspectives, all learners benefit.
Checks for Inclusivity
When evaluating texts and other course materials, look for key factors of inclusivity.
Do the texts represent diverse perspectives? Do the readings, audio and visual content, and syllabus communicate diversity? Are underrepresented scholars included, or do the course materials privilege voices from the dominant culture? (The Derek Bok Center for Teaching and Learning, n.d.; Fuchs et al., 2020). Questions like this are important to ask during a transition to more inclusive pedagogy. For example, in the field of nursing, educators are advocating for the inclusion of multicultural perspectives in curriculum, which will enable future nursing professionals to better serve diverse patients (Day & Beard, 2019).
Do the texts avoid stereotypes? Do course materials reinforce stereotypes or include unfair representations? If so, consider eliminating these texts altogether so they don’t inflict further harm on marginalized groups. Educators and scholars recommend using texts that encourage students to think critically about complex social issues. For example, older texts might include stereotypical images of unhoused people holding cardboard signs and living on the street (Fuchs et al., 2020). Instead, opt for recent articles about individuals who were formerly unhoused and how they overcame illness, loss of loved ones, or even a natural disaster due to climate change (Fuchs et al., 2020).
Do the texts foreground history and human rights? Minoritized groups have historically been denied equal access to education. To be fully inclusive, texts must factually represent the discrimination against or exclusion of these diverse groups. It’s also important that course materials raise awareness of current human rights challenges (Fuchs et al., 2020). If your textbook doesn’t meet inclusive learning standards, consider supplementing with sources that include more accurate representations of marginalized groups. If none exist, consider surveying your students and collecting feedback that can be sent to the book publisher (The Derek Bok Center for Teaching and Learning, n.d.).
References
Day, L., & Beard, K. V. (2019). Meaningful inclusion of diverse voices: The case for culturally responsive teaching in nursing education. Journal of Professional Nursing, 35, 277–281.
The Derek Bok Center for Teaching and Learning. (n.d.). Inclusive course design. Harvard University.
Fuchs, E., Otto, M., & Yu, S. (2020). Textbooks and inclusive education. [Background paper]. In Inclusion and education. Prepared for the 2020 Global Education Monitoring Report.
Heineke, A. (2022, August 23). Using inclusive texts to build classroom community. EduPlanet21.
Keene, A. (2015). Representations matter: Serving Native students in higher education. Journal Committed to Social Change on Race and Ethnicity, 1, 102–111.
Kwak, J. (2020, September). Curricula that account for all students: A look at culturally responsive teaching in higher ed. Every Learner Everywhere.
Ladson-Billings, G. (2013). "Stakes is high": Educating new century students. Journal of Negro Education, 82(2),105–110.
Nam, J. (2023, March 31). Diversity in higher education: Facts and statistics. Best Colleges.
National Center for Education Statistics. (2023). Undergraduate enrollment.