Teaching To Underrepresented Students

The umbrella term ‘underrepresented minority students’ covers a wide range of unique demographics which often overlap, each with their own challenges and pressures. Here we highlight a few key issues and approaches that instructors can take in their classrooms, but it is important to note that this list is by no means exhaustive and students are intersectional and will rarely fall into only one or even two of these groups. We compiled the summary approaches and techniques table on our opening page because these tools can help create inclusive learning environments for all students. 

Underrepresented minority (URM) students face additional stresses in higher education. A key obstacle for all URM students is stereotype threat, which is the situation when the fear of conforming to a stereotype about one’s social group leads to additional pressures and hurdles to success. In higher education the stereotype for URM students is often underperformance, which can be a self-fulfilling prophecy when the additional pressure, discrimitation and lack of access to necessary resources end up failing these students. Building a strong and inclusive community on college campuses and in individual classrooms is an important step in helping URM students feel that they belong in higher education. Diversity and inclusion cannot exist without a sense of belonging. To further nurture this sense of belonging, there are a number of deliberate actions instructors can take. Students need to see themselves succeeding in their field, but increases in diversity among student populations are not being reflected in teaching demographics (Urban Institute), therefore bringing in diverse speakers and promoting the work of diverse experts in the classroom can help URM students envision themselves succeeding in their fields.

Help your students by creating a safe space and sense of community and belonging in the classroom. A clear and direct code of conduct can help set the tone for an open and safe community in the classroom for the whole term. Going over a code of conduct in class with the syllabus can help establish this safe space early on. Making your available time outside of class flexible can show students with extra responsibilities that you also prioritize their learning. Instructors can also educate themselves and stay up to date about campus and community resources available to these students so that they can be shared when appropriate. Similarly, staying up to date with preferred terminology for each of these groups is an easy way to support a diverse student body.

Please refer to the specific demographics below for more details on what specific students might encounter and how instructors can help. 

Students of Color

  • Students may feel alienated and find it difficult to build a support system
  • Students may be dealing with pressure to assimilate to a different culture than their own
  • Students of color often take on extra labor advocating for their cultural needs, including addressing acts of discrimination
  • Create a safe space for all students and advocate for culture-specific spaces on campus
  • Learn how to talk about race and safely integrate anti-racist dialogue into the classroom

Refs: Ball State University, Scholars Strategy Network, McClain & Perry 2017, Center for American Progress

Gender/Sexuality

  • Students may feel alienated among their peers
  • Students may experience harassment or discrimination
  • Instructors should stay up-to-date with terminology  
  • Ask students their preferred pronouns and use them correctly, and integrate gender neutral pronouns into class lessons
  • Speak up as an ally for your students

Refs: American Council on Higher Ed,

Women in STEM

  • Gender Stereotypes and math anxiety
  • Male-dominated classroom cultures (e.g. Physics classes described as “bro-y” in UCSB undergraduate surveys)
  • Fewer Role Models due to historical underrepresentation and under-acknowledgement.
  • Lack of science identity: not seeing yourself as “science person” (Carlone & Johnson 2007)

What can I do? 

  • Build and encourage science identity! Recognize excellent work
  • Model, mandate, and enforce inclusive behavior among students, esp. during group work, and identify and reprimand toxic behaviors
  • If you’re a woman, be a role model! Otherwise, be an ally (AWIS Allyship, Male Allies Blog Post)

Refs and Further reading: AAUW Closing the STEM gap Why So Few? Report 3 Barriers, 3 Solutions

First Generation College Students

  • Students may be unsure how to navigate the college system or approach courses
  • Students might benefit from information about resources available to students
    • Academic, financial, social
  • Students might have additional family or financial responsibilities

Refs: University of Washington, UC Davis, CSU Fullerton, Dept of Ed Report

Immigrant families/undocumented students

About 65,000 Undocumented Students Graduate From U.S. High Schools Every Year, And Just 5-10% Of Them Enroll In College (The College Board, 2009). The New American Economy estimates that 2% of students enrolled in higher education are undocumented (~450,000 in 2019).

  • Students may be hesitant to reach out for help out or fear or due to discriminatory policies
  • Students are experience higher financial burden due to limited access to financial aid resources (Enyioha 2019)
  • Students experience high amounts of instability with even their place in school depending on local and federal political climates (Best Colleges)
  • Could benefit from information about resources available to undocumented students
  • Might have additional family or financial responsibilities
  • Students may feel increased pressure to succeed

Additional resources: Affordable College, College Guide for Undocumented Students

Low-income students

  • “Invisible affliction” — not always obvious when students are struggling 
  • Correlated with other minority status, especially at the community college level
  • Exacerbates pre-college educational inequalities
  • Additional stress from affording education, feeling like it “better be worth it”
  • Working Hours: Students may have multiple jobs, time conflicts 
  • Barriers to at-home use of learning technology such as wifi and computers (e.g. Global Citizen)
  • Food insecurity affects everything from classroom performance and mental wellbeing 

Refs and resources: ed.gov 50 resources for coping Homeless & Low-income students Barriers and Guide

What can I do for low-income students? 

While it might seem like such issues are outside the scope of a classroom instructor’s power to solve, there are things you can do!

  • As with everything, the simplest answer first: be understanding, and be flexible! Make deadline exceptions, and schedule flexible office hours to accommodate for student workers
  • Provide printed/online content for students who have to miss class, create a classroom culture where students feel like they have the opportunity to learn and be involved (Erin O’Connor tip)
  • Be mindful of requirements for computational resources and make sure all students have access
  • Active intervention and Formative Assessment: Gauge where your students are at and check in with them if they’re struggling
  • Overall, fostering inclusive course design and building a supportive classroom community. See our Homepage for an overview, and specific pages for STEM and Humanities.
  • Remember that you can’t do it on your own. Learn and remind your students of external resources!

Refs: (CMU, VanTassel-Baska 2017)