GSIs can also foster inclusion in classroom interactions by making space for students’ voices. One way to do this is to borrow bell hooks’ practice of asking students to, “write short paragraphs that they read aloud so that we all have a chance to hear unique perspectives…” (1994: 186). hooks explains that this approach encourages students to listen to each other, not just the instructor.

hooks is also careful to distinguish “between a shallow emphasis on coming to voice, which wrongly suggests there can be some democratization of voice wherein everyone’s words will be given equal time and be seen as equally valuable…and the more complex recognition of the uniqueness of each voice and a willingness to create spaces in the classroom where all voices can be heard because all students are free to speak, knowing their presence will be recognized and valued” (1994: 186).

If this exact activity does not match your teaching style, we encourage you to identify other ways of inviting your students to “come to voice.” For example, you might ask students to anonymously write one sentence on a piece of paper describing a challenge they confronted when completing a lab, shuffle the sentences, and ask each student to read someone else’s sentence aloud. This kind of activity can provide validation for students who are struggling without requiring them to speak in the first person. Then, you might offer advice for completing future labs and refer students to the Student Learning Center or other relevant resources.