I-O psychology for everyone: Use of culturally responsive teaching to increase diversity and inclusion in undergraduate classrooms

Abstract

Diversity and inclusion is one of the four areas in which Kath's and colleagues' (2021) focal article recommends instructors apply findings from the I-O psychology field to their own teaching practice when teaching undergraduate I-O psychology classes. One suggested large-scale change recommends that instructors engage in culturally responsive teaching practices by becoming diversity experts and allies to diverse people. This commentary builds on their suggestion by giving a more nuanced perspective of culturally responsive teaching practices based on Geneva Gay's (2002) work. Culturally responsive teaching (CRT) practices could make I-O psychology more appealing to a greater number of undergraduate students but, perhaps more importantly, encourage more minority students (otherwise largely underrepresented in I-O psychology) to join the field. Further, CRT exposes students in the majority to a wider array of experiences, which can increase their understanding and affinity toward people from other social groups. In this way, CRT can serve as a tool to teach empathy, which can improve attitudes toward and about people from different social groups (Bouley & Godfrey, 2008). Culturally responsive teaching Culturally responsive teaching uses "the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively" (Gay, 2002, p. 106). Although Gay's article relates to cultural and ethnic diversity, practices could (and should) be expanded to include all students who may otherwise be marginalized: first generation, LGBTQ, international, veterans, and students with disabilities. One of the five skills required of CRT instructors is to have a solid knowledge base around cultural diversity which includes three core pieces (Gay, 2002). First, instructors must know the values, traditions, communication, learning styles, and how people from different cultural and ethnic backgrounds relate to each other. This knowledge is essential because it has implications for classroom strategies and pedagogy. Second, instructors need to know the content written about diverse populations and include this information in instruction. Last, instructors must know about and use scholars from diverse backgrounds as exemplars in instruction. Interest is piqued and learning is accomplished when contexts are familiar and students can relate parts of their identities to those they are learning about (Gay, 2002). Educating all students about diversity and inclusion Educating all I-O undergraduate psychology students about diversity and inclusion will help them educationally and professionally. For students from marginalized backgrounds, CRT can help

Amplifying Black excellence in industrial–organizational psychology.

“…They suggest that a core intention of diversity education should be developing students' diversity management competency, defined as the knowledge of how social identity and culture inform workplace experiences and skills, to effectively work with demographically dissimilar others. To encourage discussions about race, racism, and other diversity-related issues, instructors should create opportunities for students to (a) generate self-knowledge through experiential assignments, (b) engage in dialogue in smaller groups instead of in front of an entire classroom, and (c) be empowered to act as change agents (see Rogelberg et al, 2020;Tatum, 1992; also see link to Avery's webinar on discussing race in organizations in Table 1, for additional ideas). These scholars have also made fundamental contributions essential for developing future I-O and management scholarsespecially those interested in studying race (specifically) or diversity (broadly) in organizations.…”