Inclusive educational practices: Using social psychology to address the diversity of learners in our classrooms

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
2:00pm to 3:00pm
Room: Room:
Oakwood A
Session Track
Session Format

Speaker(s)

How can we recognize, address, and empower the diversity in our learners’ voices, identities, and backgrounds in our classrooms? This session focuses on evidence-based practices from social psychological research that instructors can readily implement into their courses (see Harackiewicz & Priniski, 2018) such as re-appraising stress, increasing feelings of belonging, addressing implicit bias, and giving critical feedback, as well as large-scale field interventions that have been shown to help close gaps in belonging and achievement (Yeager & Walton, 2011). Participants will reflect on and brainstorm strategies to address student diversity and inclusivity in their own roles and institutional contexts.

  • Session References +

    Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), 1302-1318.

    Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. (1998). Measuring individual differences in implicit cognition: the implicit association test. Journal of Personality and Social Psychology74(6), 1464.

    Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409-435.

    Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.

    Okonofua, J. A., & Eberhardt, J .L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617-624.

    Walton, G. M., Logel, C., Peach, J. M., Spencer, S., & Zanna, M. P. (2015). Two interventions to boost women’s achievement in engineering: Social-belonging and self-affirmation-training. Journal of Educational Psychology, 107(2), 468-485.

    Yeager, D. S. & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267-301.