Background:

Students with marginalized identities report a lack of cultural competence among faculty in higher education classrooms. Identity safety cues (ISCs) signal to minority group members that their identities are valued and respected.

Objective:

The purpose of this study was to test for differences in students’ perceptions of their professor, sense of belonging, and academic outcomes when comparing an ISC course with a control course.

Method:

We randomly assigned one of two sections of a large social psychology course to receive ISCs while the other section was taught in a control format. The same professor taught both sections.

Results:

Participants in the ISC class believed their professor was trying to create an inclusive classroom and disapproved of social inequalities more than participants in the control course. These students also reported a higher sense of belonging and fewer absences.

Conclusion:

ISCs were associated with favorable impressions of faculty, a sense of belonging in the classroom, and fewer absences.

Teaching Implications:

Professors can make small adjustments to signal identity safety in their classrooms. These ISCs may foster a sense of belonging and motivation to attend the class for learners with diverse identities.

中文翻译：

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身份安全提示可以预测教师在心理学课堂上的印象，归属感和缺勤情况

背景：

具有边缘身份的学生报告说，高等教育教室中的教师之间缺乏文化能力。身份安全提示（ISC）向少数群体成员发出信号，表明他们的身份受到重视和尊重。

目的：

这项研究的目的是在比较ISC课程和控制课程时，测试学生对教授的看法，归属感和学术成果的差异。

方法：

我们随机分配了一个大型社会心理学课程的两个部分中的一个来接受ISC，而另一部分则以控制格式进行了讲授。同一教授同时教授了这两个部分。

结果：

ISC班的参与者认为，他们的教授试图建立一个包容性的教室，并且比控制课程的参与者更不赞成社会不平等。这些学生还报告了更高的归属感和更少的缺勤机会。

结论：

ISC与教师的良好印象，在课堂上的归属感和缺勤率相关。

教学意义：

教授可以稍作调整，以提示教室中的身份安全。这些ISC可能会激发归属感和积极性，让身份各异的学习者上课。