CREATING A POSITIVE FOR DIVERSITY
When thinking about your approach to teaching in the classroom and its effect on student learning, be introspective. Consider the messages you might be sending. Below are some questions to ask about your attitudes and classroom behavior. If you hear that students are concerned about your sensitivity to diversity issues, don’t ignore the issue.
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Diversity in the Classroom - UCLA Equity, Diversity ...
equity.ucla.eduon Diversity & Inclusion, The “Principles of Community” statement was developed by the Chancellor’s Advisory Group on Diversity, since renamed the UCLA Council which is comprised of representatives from administration, faculty, staf, students, and alumni. For more information or to download copies of the statement, please see
Talking about Race, Learning about Racism: The …
equity.ucla.eduevitably emerge in the classroom attentio when isn focused on race class, and/o, r gender. It is very difficult t talok about these concepts in a meaningful wa withouy t also talking and learning about racism classism, an, d sexism.1 The introduction of these issue osf oppressio often n generates powerful emotional responses in stu-
WHAT CAN EMPLOYERS ASK APPLICANTS AND EMPLOYEES?
equity.ucla.edushow are job-related and consistent with business necessity. An employer may conduct voluntary medical examinations, including medical histories, which are part of an employee health program available to the employee at the work site. The Employment Inquiries table is a guide and is not intended to be an exhaustive list of all acceptable and
on Diversity & Inclusion,
equity.ucla.edun Avoiding tokenization (for example, calling upon one student to speak for/represent a whole group) when limited numbers of students from particular groups are represented in one’s classroom. Additionally, meeting the needs of diverse students requires an understand-ing of marginality and oppression, and how manifestations of marginality,
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