Research Guides: Multicultural Teaching and Learning: Inclusion and Belonging In and Outside the Classroom: 1) Engage in Self-Reflection

What Do We Mean By Diversity?

In alignment with Brandeis University’s Policy Against Discrimination, Harassment, and Sexual Violence, the Heller School endorses a broad definition of diversity reflective of differences that include, but are not limited to:

Academic background and interests
Age
Culture
Disability
Economic status and background
Ethnicity
Gender and gender expression
Individual personality
Language
Learning styles and pace
Nationality
Physical appearance
Political views
Race
Religion
Sexual orientation and identity
Visa status

This is not an exhaustive list, but is a good place to start as you think about ways to create more inclusive teaching and learning environments that can result in a transformative classroom experience for both the instructor and the student.

Self-Reflection

Self-Reflection - the examination of and attention to our own ideas, thoughts, and feelings.

Our upbringing and personal experiences inform our actions, values, beliefs, and assumptions and can shape our perceptions and expectations of others. This first part of the Multicultural Teaching and Learning project asks you to examine the ideas, thoughts, and feelings you have internalized and how they relate to engaging with diverse populations, sources, and materials, both in- and outside the classroom. Taking time to self-reflect can help you to:

Identify the ways that you perceive and process differences
Understand how you have been shaped by the world around you, and, in turn, how others have been shaped by the world around them
Make sense of the things you do, say, and believe
Become more aware of your perceptions of and interactions with others
Better understand yourself, your motivations and values, and how they impact how you engage with those whose backgrounds differ from your own

This project gives all of us the opportunity to pause and reexamine how power, privilege, supremacy, oppression, and equity impacts us, our teaching practices, our students and their work. We can then turn a critical eye to readings and assignments we include in our courses to ensure that materials reflect a diversity of thought and experience. Together, we will create learning environments in which all students feel like they belong.

“[W]hen students are able to see themselves represented in course content and discussion, it signals to them that their identities (such as race, ethnicity, gender identity, sexual orientation, immigration status, and disability) are valued and respected in the classroom.” [University of Utah, Developing an Inclusive Syllabus].

Self-Reflection Tools

Implicit Association Test (IAT)
An Implicit Association Test (IAT) is a psychological test whose objective is to reveal unconscious attitudes, automatic preferences, and hidden biases.
IAT Awareness - Strengths and Weaknesses (PPT Presentation converted to PDF)
A presentation, by Dr. Maria Madison, that examines the strengths and weaknesses of the Implicit Association Test and starts a dialogue on race, racism, and discrimination.
Equity Habit Building Challenges© (also known as "21-Day Challenges")
A resource folder containing Equity Habit Building Challenges© (“challenges”) that invite you to engage in deep reflection and practical thinking on how to integrate racial equity and social justice into your life and career. Modeled after the work of Dr. Eddie Moore, Jr. and the American Bar Association, and adapted by members of the Heller community, these challenges range from 7 to 21 days and begin to examine the experiences of Mixed-race persons, Asian-Americans, Neurodiverse persons, Black Americans, victims of sexual assault, Indigenous peoples, and others with marginalized identities. Each day, participants are invited to engage with select resources (such as an article, video or podcast), and take opportunities to reflect on the content using the provided tracking tool.
Cultural Competence Self-assessment Checklist (Resettlement Assistance Program Workers - Ontario, Canada)
This self-assessment tool is designed to explore individual cultural competence. Its purpose is to help you to consider your skills, knowledge, and awareness of yourself in your interactions with others. Its goal is to assist you to recognize what you can do to become more effective in working and living in a diverse environment. (*This assessment was adapted from the Greater Vancouver Island Multicultural Society by the Resettlement Assistance Program (RAP) in the Canadian province of Ontario. As such, there are references to people, places, and events that while specific to Canada can also be viewed through the lens of other countries, such as the United States.)
Diversity Awareness Self-Reflection Tool: A Practical Tool for Health Care Teams (Alberta Health Services)
The goal of this tool is to create awareness, increase sensitivity, and promote personal reflection of the importance of diversity competency (defined as the ability of individuals and systems to respond respectfully and effectively to individuals, families and communities of all diverse backgrounds). The tool increases awareness of the kinds of beliefs, attitudes, values, and practices that promote diversity competency. (*While this assessment was developed by the AHS Primary Health Care Program to be used by health care professionals, this tool can also be used by educators in any field.)
A Self-Reflection Tool for Psychology Teachers (American Psychological Association)
This tool helps teachers make their classrooms and school environments more inclusive and diverse. This questionnaire is simply a tool and not a test; it is a self-reflective exercise for psychology teachers. (*While this assessment was adapted by the American Psychological Association to be used by psychology teachers, this tool can be used by educators in any field.)

Reflecting On Your Syllabus

Some reflection questions to consider as you think about your syllabus:

From Tufts University: The Syllabus as a Tool for Setting a Climate

Why do I select the content I do?
What assumptions have I made about the learners in my class?
Do I use examples and text throughout that are representative of my students?
Do I encourage and present alternative perspectives?

From The University of Kansas: Creating an Inclusive Syllabus

Consider who is represented in the readings in terms of topics covered. Is there a reason why one group or another is not represented or represented frequently?
Consider who is represented in the readings in terms of authors. Is there a reason why one group or another is not represented or represented frequently?
Do texts support deficit models that blame marginalized groups for the inequality they experience? Can asset-based reading and readings that address institutional and systemic discrimination replace or complement deficit model readings?
Can course topics and content be adjusted to speak to diversity and inclusion? Can examples used to illustrate concepts, theories, or techniques also present a variety of identities, cultures, and world-views?