Using Student Narratives to Characterize Inclusive Pedagogy and Inclusive Classrooms in Higher Education

Abstract

Background

Inclusive teaching practices have become essential to support student success in our diverse college classrooms. Given the variations in how inclusivity is translated into teaching behavior, it is important for us to examine how our students define and perceive inclusivity.

Objective

The main goal of this qualitative study is to define and characterize inclusive classroom communities and inclusive pedagogy practices through the voices of current college students.

Method

Participants included 365 undergraduate students from a public and a private university. Students responded to open-ended questions about inclusive teaching practices, characteristics of an inclusive classroom, inclusive teaching behaviors, and inclusive behaviors of classmates.

Results

Participants highlighted that inclusive teaching impacts all students while noting that teaching practice may differentially impact specific student populations, including students with disabilities and students of color. Students also identified specific instructor and classmate characteristics and behaviors that contribute to an inclusive (or non-inclusive) classroom community.

Conclusion

This study highlights students’ views on what characterizes inclusive teaching. Participants underscored the importance of respectful and welcoming environments both from faculty and peers.

Teaching Implications

Findings offer practical implications for instructors as they create and support an inclusive classroom, particularly as it pertains to teacher and student characteristics and behaviors.