Background:

Access to professors willing and trained to teach courses related to specific ethnic groups may be difficult for many universities to provide. This may partially explain why many psychology departments do not offer undergraduate courses that focus on the unique perspectives of specific ethnic groups.

Objective:

This study offers practical suggestions for instructors in promoting inclusivity within the classroom detailed though perceptions of students.

Method:

Focus groups were conducted with 27 students within four ethnic-specific courses. Focus groups were divided into comparison groups: 1) those that ethnically matched the course material and 2) those that did not.

Results:

Ethnic-specific coursework provides space to address systemic issues. Implications from ethnic matching, inclusion efforts within the classroom, and building a class community are discussed.

Conclusions:

Diversity, equity, and inclusion efforts are supported when departments offer ethnic-specific courses. The trust and communication with students are improved by constructing effective course frameworks.

Teaching Implications:

We inform the development and implementation of ethnic-specific psychology courses by highlighting practical considerations for instructors of varying ethnic backgrounds. Instructors from varied backgrounds can effectively teach these courses but having applied experiences and research related to specific ethnic groups is essential in developing trust and communication with students.

中文翻译：

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教授特定于种族的课程作业：在课堂上促进多样性，平等和包容性的实用建议

背景：

许多大学可能很难找到愿意和受过训练的教授与特定种族有关的课程的教授。这可以部分解释为什么许多心理学系不提供侧重于特定族群独特视角的本科课程。

客观的：

这项研究为教师提高课堂包容性提供了实用的建议，尽管这些课程对学生的理解也很详细。

方法：

在四个种族特定课程中，对27名学生进行了焦点小组讨论。焦点小组被分为比较小组：1）种族上与课程材料相匹配的小组； 2）种族与课程材料不匹配的小组。

结果：

针对种族的课程为解决系统性问题提供了空间。讨论了种族匹配，课堂内的包容性努力以及建立班级社区的含义。

结论：

当部门提供种族特定课程时，将支持多样性，公平和包容性工作。通过建立有效的课程框架，可以提高与学生的信任和沟通。

教学意义：

通过强调针对不同种族背景的讲师的实际考虑，我们为特定种族的心理学课程的开发和实施提供信息。来自不同背景的教师可以有效地教授这些课程，但是具有与特定族裔相关的应用经验和研究对于建立与学生的信任和沟通至关重要。