Step 1: Prioritizing Unheard Voices and Perspectives

Classes can easily fall into a routine where the same students talk again and again, leaving less space in the discussion for new voices and viewpoints. However, instructors striving to create inclusive classrooms intentionally find ways to bring these missing voices into the conversation. They don’t aim for equality of airtime but rather try to distribute airtime in ways that promote equity. Gretchen Brion-Meisels explains how she manages participation in her course: “If I think that there are voices that we haven't heard from or perspectives that we haven't heard from, then I will usually prioritize making more time to allow space for those voices and those perspectives.” This way of thinking about airtime amplifies the diversity and equity of perspectives in the room, and also stimulates discussions about diversity and equity as they relate to class content.

Profiled: Gretchen Brion-Meisels, Lecturer on Education, teaches "Partnering with Youth in Educational Research and Practice" to 23 students at the Harvard Graduate School of Education.

Takeaway Tips

Make it clear to students early in your course that you value different perspectives and encourage students to chime in when they see a perspective that’s missing from the conversation.

As you facilitate discussion in your classroom, pay attention not only to what is being said but also who is saying it. Look for moments where you can bring unheard voices into the conversation, particularly when students belong to groups that are underrepresented in the classroom or the discipline.

Be transparent with students: let them know that there may be times you ask them to hold their comments to make room for others to speak.

Related Resources

This resource from Washington University in St. Louis provides advice on increasing student participation, including tips for planning discussions and responding to student comments.

This tip sheet from Brown University focuses on fostering equitable participation and includes tips for understanding and breaking down barriers to student participation.

Reflection Questions

Which perspectives are already well represented in your classroom discussions? Do you tend to hear from students from any particular groups more often than others? If so, why might this be the case?

Which perspectives are currently underrepresented in your classroom discussions? Consider a variety of dimensions of diversity (e.g., race, ethnicity, gender, socioeconomic status, country of origin, religion, ability). How can you elevate those perspectives in discussion?

You can help create equitable discussions by carefully attending to which perspectives are missing from the conversation and prioritizing participation from those voices. In the next video, we’ll hear about one instructor’s strategies for cultivating equitable participation in class.

Continue to Step 2