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Inclusive Pedagogy II | CETL

Facilitating diversity, equity, and inclusion in the classroom.

Classroom Techniques

Research Articles

Brooms, D., & Davis, A. R. (2017). Staying focused on the goal: Peer bonding and faculty mentors supporting Black males’ persistence in collegeJournal of Black Studies48(3), 305-326.

This qualitative study investigated the collegiate experiences of 59 Black males at three different historically White institutions. Specifically, we explore how these students construct meaning from their collegiate experiences and their efforts for educational success. As Black males, they were confronted by a deficit perspective that often translated into lowered expectations of them across the college milieu—both academic and social—and posited them as outsiders on campus. In response, the students articulated two critical components of their college experience that positively shaped their persistence efforts: (a) peer-to-peer bonding and associations with other Black males and (b) mentoring from Black faculty members. Findings suggest that these social networks and micro-communities both enhance and support Black males’ persistence in college.


Case, K. F. (2013). Teaching strengths, attitudes, and behaviors of professors that contribute to the learning of African-American and Latino/a college studentsJournal of Excellence in College Teaching, 24(2), 129-154.

For students of color, succeeding at predominantly white campuses may be more challenging than at minority-serving institutions. Educational leaders must strive to enhance the learning of this growing group of college learners as campuses increase in ethnic diversity. Culturally responsive teaching (Gay, 2000) and exemplary teaching (Bain, 2004) frameworks were used to examine characteristics of professors whom students of color identified as helping them to learn the most. Professors exhibited relational strengths, cultural awareness, and passion for connecting subjects to students' lives. They valued students' voices in classroom learning and exercised discernment when inviting students to contribute cultural perspectives. These strengths and attitudes were catalysts for creating a respectful classroom climate that was supportive of African-American and Latino/a students.


Miller-Kleinhenz, J. M., Kuzmishin Nagy, A. B., Majewska, A. A. Adebayo Michael, A. O., Najmi, S. M., Nguyen, K. H., Van Sciver, R. E., & Fonkoue, I. T. (2021). Let's talk about race: Changing the conversations around race in academia. Communications Biology4(1), 1–6.

Jasmine Miller-Kleinhenz et al. highlight the risk of science and academia's general neutrality to discussions around race and social justice. Their collectively-developed course represents a framework to begin these important discussions and improve conversations on race in academia.


Ozaki, C. C., Johnston-Guerrero, M. P., & Renn, K. A. (2020). Engaging students of color. In Quaye, S. J., Harper, S. R., & Pendakur, S. L.  Student engagement in higher education (3rd ed., pp. 17-36). Routledge.

Print book in Bishop Library. Provides an excellent overview of what colleges may do to engage students of color.


Zembylas, M. (2012). Pedagogies of strategic empathy: Navigating through the emotional complexities of anti-racism in higher education. Teaching in Higher Education, 17/(2), 113-125.

This paper constructs an argument about the emotionally complicated and compromised learning spaces of teaching about anti-racism in higher education. These are spaces steeped in complex structures of feeling that evoke strong and often discomforting emotions on the part of both teachers and students. In particular, the author theorizes the notion of strategic empathy in the context of students’ emotional resistance toward anti-racist work; he examines how strategic empathy can function as a valuable pedagogical tool that opens up affective spaces which might eventually disrupt the emotional roots of troubled knowledge—an admittedly long and difficult task. Undermining the emotional roots of troubled knowledge through strategic empathy ultimately aims at helping students integrate their troubled views into anti-racist and socially just perspectives.