Written and designed by the staff of the Center for Teaching and Learning. Reproduce with permission only.
Part I of this handbook discussed how teachers can begin to make their classrooms more welcoming and inclusive for all types of students. But exactly who are these students, and what are their experiences at UNC? In 1991-1992 the Center for Teaching and Learning conducted extensive interviews with students from different student organizations on campus. From these interviews come the material for Part II of this handbookgroup profiles of the various kinds of minority groups that make up the student population at UNC. Some of the groups are easily identifiable, such as the major racial groups. Other chapters discuss the concerns of students with less visible types of diversity, such as students with learning disabilities or minority religious views.
Each of the following chapters first describes some of the major challenges faced by each particular group, and discusses issues which are of concern in a teaching situation. Each chapter includes comments from UNC undergraduate and graduate students, taken from the CTL interviews, which illuminate their particular experiences on the UNC campus. We hope these profiles will help you better understand the diverse student perspectives represented in your classes, and help you become more sensitive to particular issues faced by different kinds of students.
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Last Updated: January 30, 2001