GSIs can begin to build inclusive classrooms by letting students know what they can expect of the GSI and the learning community they are co-creating. We encourage you to set shared expectations by Making a Statement about Your Commitment to Inclusion, Establishing Community Agreements, and Specifying How Students Can Raise Concerns.

Making a Statement about Your Commitment to Inclusion

One way to let students know what they can expect of you is to make a statement about your commitment to inclusion on the first day of class and/or include a statement in your section syllabus. Statements articulated in your own voice will be most impactful. You might consider including the following elements:

• Share that it is important to you that each of your students feels welcome, supported, and engaged.
• Explain why you value inclusion in the classroom, referencing your own experiences or identity.
• State that if something happens in your section/studio/lab that has an exclusionary impact, you will address it in a non-blaming way (e.g., by directing a group conversation back to the question you began with; by following up with students over email to ask how they experienced an exchange; by making an impersonal announcement to remind students of relevant community agreements).
• Share that we are all learning, and that you want this section/studio/lab to be a space where everyone (including you) can practice accountability, engage in challenging conversations, and offer second chances.

Sharing your commitment to inclusion can build students’ trust by signaling that you are willing to address harmful dynamics. Nevertheless, even a sincere statement cannot stand in for all the hard work required to create and sustain an inclusive classroom. Read on for practical steps to actualize this intention appear below.

Establishing Community Agreements

Even the most skilled GSI cannot create an inclusive classroom without active investment from their students. Community agreements are an effective way to engage students in a collective effort to build an inclusive learning environment. Please see our page on creating community agreements for more information.

Specifying How Students Can Raise Concerns

When a GSI does not notice or address exclusionary dynamics, students may hesitate to raise concerns out of fear that the GSI will dismiss them. At the same time, students might worry that remaining silent will enable further exclusion. Because GSIs occupy the position of authority in their classrooms, it is their responsibility to avoid placing students in this difficult position. Instead, GSIs can proactively specify (verbally and/or in the section syllabus) how students can share concerns about classroom dynamics (e.g., via email, in office hours, through an anonymous Google Form). These approaches acknowledge that exclusion may occur despite everyone’s best intentions, while also asserting that the GSI sincerely wants to hear students’ concerns.