ÌìÃÀ´«Ã½

Here are some suggestions for making learning more inclusive in terms of cultural diversity:

• Reflect on what assumptions you make about all ÌìÃÀ´«Ã½' awareness of culturally specific references, terms and acronyms, for example British TV programmes, the A-level syllabus and the NHS.
• As part of induction make explicit to all ÌìÃÀ´«Ã½ the expectations of studying your subject at university level and discuss the study approaches involved. This is a new learning culture for all learners. The Preparing ÌìÃÀ´«Ã½ for learning section, Imperial’s Success Guide and the Personal Tutors’ Guide are useful resources. 
• Provide ÌìÃÀ´«Ã½ with opportunity to make sense of concepts from their own cultural perspective and to share their reflections with others. e.g. What are commonly held views on the topic/concept in question? Why do people hold this view? This both makes ÌìÃÀ´«Ã½ feel their perspectives are valued and enables other ÌìÃÀ´«Ã½ to learn about and from diverse perspectives.
  

  'At the base of intercultural understanding is a recognition of the ways in which two cultures resemble one another... resemblances usually surface through an examination of the differences.' (Valdes, 1986, 49)

• Check that you include examples, cases studies and ideas from a range of cultural perspectives or justify why they are predominantly from a specific cultural perspective. “Case studies are an effective way of raising race-related, cultural and faith issues” - see the  to find out how.
• Encourage ÌìÃÀ´«Ã½ to discuss opinions and ideas based on their cultural perspectives but don’t place individuals in the position of “informed expert” and expect them to speak on behalf of their country or cultural group.  
• Incorporate culturally mixed group work to encourage ÌìÃÀ´«Ã½ to practice intercultural communication and collaboration and to build a sense of community amongst the cohort. Specific teaching strategies like Team-based Learning (TBL) can add much needed structure to group working.
• Acknowledge the challenge and value of working in diverse, multicultural teams by:
  • preparing ÌìÃÀ´«Ã½ for this experience: ÌìÃÀ´«Ã½ may often be unfamiliar with working in cross-cultural teams and may find it difficult. It is recommended to consider potential problems in your planning and to give ÌìÃÀ´«Ã½ advice on how to manage their cross-cultural group working.  The University of Michigan offers useful .
  • requiring ÌìÃÀ´«Ã½ to critically reflect on this team working process. The following questions from a may be useful here:
  1. What do I contribute to the learning experience of my fellow ÌìÃÀ´«Ã½ that they most value in me?
  2. What do my fellow ÌìÃÀ´«Ã½ contribute to my learning that I most value in them?

Here are some suggestions for making learning more inclusive in terms of gender and sexual identities:

• Reflect on the importance of being inclusive with regard to gender and sexual identities in learning and teaching, and consider some of the assumptions you may currently make about your ÌìÃÀ´«Ã½. 
• Use inclusive language in teaching where appropriate. This obviously means avoiding abusive and discriminatory terms, but also being aware of heteronormative and cis-normative language in written, verbal and non-verbal communication (see ). For example, when you refer to a student or colleague as “he” or “she”, are you sure that this is their preferred pronoun? If you are unsure, you can ask them. Remember, some people may prefer a gender-neutral or non-binary pronoun such as “they”, and gender identities can be fluid rather than fixed.
• Establish a zero tolerance policy regarding misogynistic, homophobic, biphobic and transphobic behaviour in the classroom. Lecturers should publicly challenge discriminatory language and attitudes in learning environments. A lack of appropriate response from the lecturer may be perceived as implicit approval or public validation of negative values or discriminatory sentiments.
• Avoid the reinforcement of stereotypes in terms of gender and sexual identities in your learning and teaching discourses (for example, ‘women are emotional’, ‘gay men are creative’, ‘lesbian women are masculine’, ‘strong leaders are male’, ‘parents consist of a mother and a father’). Instead, seek ways to challenge such assumptions.
• Look for opportunities to send positive messages about our acceptance and value of LGBT+ people in teaching and learning dialogue, and in general communication. Personal tutoring may be an obvious context in which to do this directly – particularly if you have a tutee who has self-identified as LGBT+, but there may also be opportunities in day-to-day teaching. If you can start to think of yourself as an ‘ally’ to your LGBT+ ÌìÃÀ´«Ã½ (including those who are known to you and those who are not), you will find it easier to send positive messages spontaneously and naturally.
• Point to relevant LGBT+ role models when opportunities arise, and highlight the value of their work. These could be LGBT+ people who are visible in the College, active in the wider discipline, or even historical figures who have made important contributions to science and academia.  See  (or Even Existed!) 
• Make sure you are aware of LGBT+ networks and organisations, both within College and the wider discipline, and/or in professional spheres, that you could signpost ÌìÃÀ´«Ã½ towards if they want to connect with or support LGBT+ people. .