Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion

Fuentes, Milton A.; Zelaya, David G.; Madsen, Joshua W.

doi:10.1177/0098628320959979

Cited by 134 publications

(96 citation statements)

References 40 publications

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“…Lastly, being inclusive means that all voices—including those of individuals with a variety of backgrounds, experiences, and intersecting identities—are represented at all levels of the organization. (Benjamin, 2015; Fuentes et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Fostering Diversity of Membership and Leadership in Psychology Teaching and Learning Organizations

Haynes-Mendez

Nolan

2021

Psychology Learning & Teaching

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Many organizations dedicated to learning and teaching in the field of psychology struggle with diversifying and widening international representation. The drive for diversification of membership and leadership occurs as such groups increasingly prioritize diversity, equity, and inclusion initiatives. In this paper, we offer evidence-based guidance on the benefits of increasing diversity in organizational leadership as well as the means to do so. Further, we share approaches from our organization, the US-based Society for the Teaching of Psychology, to expanding diversity, as well as gaps in equity and inclusion initiatives. We conclude by discussing the importance of all diversity, equity, and inclusion initiatives more generally within the field of the teaching of psychology and of advancing global psychology via psychology learning and teaching associations.

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Section: Introductionmentioning

confidence: 99%

Fostering Diversity of Membership and Leadership in Psychology Teaching and Learning Organizations

Haynes-Mendez

Nolan

2021

Psychology Learning & Teaching

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“…Autoethnography presents opportunities to create spaces for students and faculty to co-construct knowledge by weaving in critiques of power structures that intersect at the personal, political, historical, and cultural levels (Bell et al, 2020;Cervantes-Soon, 2014, p.;Silva, 2017). Furthermore, considering students' expertise and integrating their input in the development of social work curricula can enhance student participation and build a culture of collaboration between students and faculty (Fuentes et al, 2021;Henderson et al, 2020;. Revising social work curriculum and engagement activities in partnership with students considering these multilayered challenges, can promote a counter culture that disrupts the reproduction of neoliberal transactional relationships of commodity and hierarchy.…”

Section: Fighting a Culture Of Burnout By Building A Culture Of Relationality And Communitymentioning

confidence: 99%

Unsettling reflexivity and critical race pedagogy in social work education: narratives from social work students

Yan

Orlandimeje

Drucker

et al. 2021

Social Work Education

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Recognizing and dismantling structural racism is at the core of the National Association of Social Work's (NASW) Code of Ethics and is also one of the Social Work Grand Challenges to tackle. Although increasing scholarly research has examined critical reflexive approaches to incorporate in the training of prospective antiracist social work practitioners, scholars, and educators, limited research has examined narratives from social work students grappling with positionality and power structures of the profession. This article suggests unsettling reflexivity as a critical race pedagogy tool to disrupt and contest systems of power in social work education by presenting four critical autoethnographic narratives of graduate and doctoral social work students. Implications and recommendations to prioritize a pedagogy of relationality and discomfort for social work education are discussed.

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“…Exposing students to relatable role models inspires a sense of belonging, increasing recruitment and retention of underrepresented minorities (Hernandez et al, 2018). Designing course syllabi that contain statements on diversity and inclusion, preferred pronouns, and land acknowledgments can establish a classroom culture of inclusivity (Fuentes et al, 2020). Carefully considered implementation of in-class community building exercises and active learning techniques designed to increase inclusivity (Cooper et al, 2021) can combat imposter syndrome, particularly for first-generation college students and those from underrepresented groups (Theobald et al, 2020).…”

Section: The Classroommentioning

confidence: 99%

Counteracting Systemic Bias in the Lab, Field, and Classroom

et al. 2021

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Events in 2020, including the killings of George Floyd, Breonna Taylor, and others, ignited a global conversation across all sectors of society about racism, white supremacy, and other systems of oppression experienced by marginalized groups. The geoscience community has responded with statements, reading groups, and committees addressing the overall lack of diversity, equity, and inclusion within our field. The sad truth is that our community has discussed its lack of diversity, particularly related to race and gender, for decades with few measurable improvements (Bernard & Cooperdock, 2018; Bromery, 1972). This lack of diversity, which spans race, gender, disability, sexuality and other social categories, contributes directly to the lack of inclusion and equity experienced by people from marginalized groups (Dutt, 2020). Recent efforts have focused on systemic bias-the ways in which institutional culture, norms, and procedures exclude people based on their social identity and/or background, in both intentional and unintentional ways. Several calls have been made to address this at the institutional and federal agency level (e.g., notimeforsilence.org), and many professional societies responded by updating codes of conduct and retooling other functions with a diversity lens. At the same time, faculty, principal investigators (PIs), and other scientists that manage labs, lead fieldwork, or teach students also have an important role to play. As authoritative figures of environments that people navigate on a near-daily basis, these individuals have outsized influence over the spaces where students and trainees most keenly feel the adverse impacts of systemic bias. This power to alter career trajectories is most apparent with reference letters, grades, and providing access to resources and opportunities ("gatekeeping"), but it also manifests subtly in day-today interactions and norms that can either support or undermine people's sense of belonging, fulfillment, and confidence. Here, we highlight actions for scientists supervising labs, fieldwork, and classrooms to address systemic biases that impact students and trainees, our next generation of geoscientists. While faculty and PIs are the target of this article, these ideas are relevant to any individual in a position of authority (e.g., lab managers, teaching assistants, fieldwork organizers). We focus on tractable actions that can have immediate positive impacts for marginalized community members, mitigating harm while critical but protracted progress continues at higher organizational levels (Keisling et al., 2020; Ovienmhada et al., 2020). We call on all scientists in leadership roles to personally reflect and engage with research on anti-oppressive practices published by historians, social scientists, and education scholars, and to translate this learning into sustained, lifelong action.

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Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion

Cited by 134 publications

References 40 publications

Fostering Diversity of Membership and Leadership in Psychology Teaching and Learning Organizations

Fostering Diversity of Membership and Leadership in Psychology Teaching and Learning Organizations

Unsettling reflexivity and critical race pedagogy in social work education: narratives from social work students

Counteracting Systemic Bias in the Lab, Field, and Classroom

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