How do educators create a learning environment in which students feel not only safe and affirmed, but also feel empowered to engage in open and productive dialogue?
A safe space is free of judgment based on identity and experience, and rather affirms and encourages individuals’ unique expression of their identity. Where the ultimate goal of a safe space is to provide students with support, a brave space is intended to foster dialogue, recognize differences, and hold each person accountable as experiences are shared. Though these conversations may initially be uncomfortable, learning from each other’s experiences is a powerful tool for students and faculty to gain.
Dr. Nicole Simon, Associate Professor Department of Engineering, Physics and Technologies, and Dr. Chris Marchese, Associate Professor, both from Nassau Community College, recently discussed the importance of building safe and brave spaces for students, highlighting useful tools and resources for classroom implementation. They discussed Maslow’s Hierarchy of Needs, a well-known psychological theory, individuals must feel a sense of belonging in order to move into achievement and personal growth. Therefore, creating safe and brave spaces in which students feel a sense of belonging is crucial for student success.
“Educators strive to create inclusive learning environments where each learner feels like they matter by encouraging, respecting, and validating their identities, assents, and contributions. When learners feel that they belong, they share ownership and accountability in the learning process, leading to increased engagement and achievement,” said Dr. Simon before she and Dr. Marchese shared their conceptual framework for diversity, equity, inclusion, and belonging evidence-based practices. Elements that contribute to creating a sense of belonging for students are explored below.
Representation: Educators engage students in course content that reflects their various identities. Learners are empowered to understand the benefits of learning from people with different backgrounds and experiences and are given opportunities to share their own experiences. Example activities to implement representation include using course materials by diverse creators and utilizing diverse images, diagrams, example problems, and case studies.
Engaging Intersectionality: Educators acknowledge the complexity of identity and honor how multiple identities interact to shape each individual. Students should be invited to explore systemic power structures and how they contribute to oppression based on identity characteristics such as race, ethnicity, gender, ability, religion, etc. In order to engage intersectionality, educators reflect on their teaching practices and how students may be marginalized. As an example activity, Dr. Simon and Dr. Marchese shared the Social Identity Wheel, a worksheet that can be used in the classroom setting for students to reflect and discuss different aspects of their identity as they feel comfortable, to explore societal privilege, and to tackle stereotypes and assumptions based on identity.
Mitigating Bias: Educators work towards creating a brave space where students process and address biases and assumptions. Prejudice and discrimination, intentional or not, are identified and addressed by both students and educators. Example activities include discussing how history and systemic structures influence bias, diversifying working groups within the classroom, promoting respectful classroom discussion and dialogue, and providing counter narratives throughout course content.
Pedagogy Partnerships: Educators view learners as partners and collaborators. The student-faculty relationship should be valued as a reciprocal process throughout learning and teaching. Partnerships with students to improve course design, content, and instructions is encouraged. Dr. Simon and Marchese shared the example of asking students for feedback on their course syllabus, starting first with due dates and building from there.
Dr. Simon and Dr. Marchese are team members of Lumen Circles, virtual professional development experiences that foster student-centered teachers. Lumen Circles’ Evidence-based Teaching Framework focuses on creating a learning environment that is:
- Supportive: builds connections, trust, and foundations for success
- Challenging: motivates students using data to optimize learning
- Varied: makes learning personal and relevant for diverse learners
- Organized: breaks down complex concepts and promotes learning by making meaningful connections
- Belonging: encouraging, respecting, and validating student contributions
Essentially, the goal is to create a learning environment that fosters a sense of belonging for students. If we are to define diversity as celebrating various identities, equity as eliminating barriers to student learning and success, and inclusion as engagement of all students, then belonging can be understood as a space in which all students feel both valued and respected.