“Racism, sexism, and class elitism shape the structure of classrooms, creating a lived reality of insider versus outsider that is predetermined, often in place before any class discussion begins” (hooks 1994: 83).

“The classroom remains the most radical space of possibility in the academy” (hooks 1994: 12).

GSIs usually have limited control over course syllabi and policies; however, they have considerable freedom to establish the norms in their classrooms. When GSIs do not intentionally build a supportive classroom community, students—particularly those from underrepresented backgrounds—can experience serious harm.

Racism, sexism, classism, and other forms of prejudice can drive exclusion in the classroom through the mispronunciation of names, misgendering, microaggressions, and exclusive discussion of scholars from privileged backgrounds or case studies that do not reflect the experiences of marginalized communities. These kinds of exclusion break students’ trust and drive disengagement. bell hooks writes: “I have taught brilliant students of color, many of them seniors, who have skillfully managed never to speak in classroom settings. Some express the feeling that they are less likely to suffer any kind of assault if they simply do not assert their subjectivity…” (1994: 40).

In addition to interpersonal dynamics, the physical layout of the classroom can perpetuate exclusion. Factors that may seem innocuous, like the arrangement of chairs and tables, a hissing sound, or dim or bright lighting can create barriers for disabled students.

Unspoken norms can also put some students at ease while imposing constraints on others. bell hooks explains: “I have found that students from upper- and middle-class backgrounds are disturbed if heated exchange takes place in the classroom. Many of them equate loud talk or interruptions with rude and threatening behavior. Yet those of us from working-class backgrounds may feel that discussion is deeper and richer if it arouses intense responses…” (1994: 187).

The multiplicity of students’ identities and the specificity of their needs can challenge GSIs who are sincerely invested in inclusive teaching. Given the complex factors described above and the spontaneous nature of classroom interactions, how can GSIs reliably enact inclusion? A number of practical approaches are listed in the following subsections.