The students taking our classes represent a myriad of different: Ethnic groups, Religions, Social Classes, Gender and Sexual Identifies, and Learning Styles and Abilities.

Culturally responsive pedagogy, therefore, should strive to be inclusive, optimizing teaching methods that incorporate varied approaches and means of assessment to reflect the diverse voices, learning styles, and abilities of our students.

It is important yet challenging to consider the ways that the Dominant Culture in a college and in the classroom undermines attempts to achieve culturally responsive efforts. Assumed and hidden cultures permeate academia and need to be considered.

Below are a couple of general resources on Inclusive Education. See other tabs in this guide for a more comprehensive list.

As defined in the Encyclopedia of Diversity in Education, "Learning styles refers to a theoretical perspective that explains individual and group patterns of propensities and preferences for particular approaches and strategies for learning, information processing, and particular habits of mind related to ways of making sense of the world, approaching particular tasks, problem-solving, and communicating with others.” According to learning style theory, when an individual’s learning preferences are met, the individual learns more easily and effectively.

Different theorists have proposed different learning styles and learning types. Two of the most popular are the Neuro-Linguistic Programming (NLP) and the Meyers-Briggs Type Indicator (MBTI) which are outlined below. Alan Pritchard’s Ways of Learning: Learning Theories and Learning Styles in the Classroom provides a comprehensive overview.

Neuro-Linguistic (NLP) Learning Styles

Meyers-Briggs (MBTI) Learning Styles

• Textbook and Course Materials: Try to ensure representation of voices from different cultures, classes, genders, and with differing abilities.
• Syllabus: Lay the ground rules about respecting diverse points of view, using respectful language, and bringing up issues with the instructor. Include language from Cerro Coso’s “Unlawful Discrimination Policy” located in the Catalog.
• Small Groups: Create opportunities for students to feel valued in the classroom. Small group work can help overcome barriers to effective participation.
• Assignments: Allow students to select topics of interest to them and include opportunities for them to personalize and draw from their own experiences.

Our students represent a wide range of abilities and disabilities, which may include learning as well as behavioral and physical disabilities. Many instructors are attempting to accommodate students who have different abilities, which also benefits all students. Universal design principles recognize that “…changing demographics, perceptions, and attitudes are fueling the demand for more…sophisticated environments that are accessible for people of all ages, shapes, and sizes” (Steinfeld, Maisel & Levine, 2012). Educators can employ these principles to design inclusive and culturally-responsive curriculum for optimal access, achievement, and participation.

Assumptions about Experience/Knowledge

• Do I expect most students to share my historical, popular culture, religious or literary references?
• Do I expect most students to come from traditional families?
• Do I fail to recognize that members of the dominant group have benefited from the privileges that come from membership in that group?
• Do I expect most students of color to come from lower income families or have weaker academic preparation?
• Do I expect minority students to be first-generation college students?
• Do I expect African-Americans, Latinos, Asians, or other students of color to be all alike within their group?

Assumptions about Ability

• Do I expect minority students to need extra help?
• Do I expect that Asian students will do better than most other students, especially in math?
• Do I expect women in scientific fields to struggle more?
• Do I expect students from certain majors to have weaker intellectual skills?
• Do I link certain individual characteristics with levels of intelligence and ability (e.g., political or religious beliefs, tattoos and piercings, athletic or Greek system membership)?

Assumptions about identity and viewpoint

• Do I treat students as if they are all heterosexual?
• Do I treat students as if they are all Christian?
• Do I think all students look like the gender or race they identify as?
• Do I think I can tell which students have physical or mental/learning disabilities?
• Do I think I can tell the political affiliation of my students?

Assumptions influencing attributions

• Do I ascribe confident-sounding (tentative) language to intellectual strength (weakness)?
• Do I link less-than-fluent English skills (speaking and writing) to weaker preparation?
• Do I believe that certain cultural communication styles (e.g., those that never seem to get to the point or take a position) betray a low level of preparedness or confidence?
• Do I assume that students who don’t participate in discussions have not done the readings?
• Am I inclined to believe that “good” students requesting an extension probably have a good reason, whereas “bad” students doing the same are just lazy?