Research in Equity Antiracism Diversity and Inclusion

Antiracist Teaching Objectives

Every five years, General Education (GE) courses are reviewed by the campus GE Committee (known as CAB). This is mandated by the Academic Senate's GE Policy and includes a review of antiracist teaching practices and pedagogies, in line with the Senate's Resolution in Condemnation of Violence Against Black People and Commitment to Antiracist Policies and Practices (PDF), which commits our campus to "a healthy racial campus climate that result[s] in equitable educational experiences."

This webpage offers support to complete this review. You can access antiracist pedagogy resources keyed specifically to your course’s GE Area below.

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  • Antiracist Teaching Objectives

    CAB has adopted the following Objectives, created by Dr. Daniel Soodjinda (CSU Stanislaus), and modified with permission during the consultation process. These Objectives will continue to evolve with feedback from students and instructors. A shared goal of these Objectives is that course content, student activities, instructional strategies, and assessments should affirm and validate Asian, Black, Latinx/e, Indigenous, Native American, and other People of Color by normalizing those voices through a course’s curriculum.

    1. Course content is inclusive/accessible for students to process with their own unique abilities and strategies.
    2. Students are offered multiple opportunities to demonstrate knowledge (via assessment strategies) in ways that are best aligned to their own unique abilities.
    3. Assessments and feedback are provided in such a way that allows students to self-assess their own strengths, learning gaps, and needs.
    4. Course content, student activities, instructional strategies, and assessments emphasize and support the maintenance of students’ diverse, multiple, and intersectional identities.
    5. Course content, student activities, instructional strategies, and assessments foster and empower student competence, student agency and the desire to effect change.
    6. Course content, student activities, instructional strategies, and assessments develop cultural knowledge that is co-constructed through students’ lived experiences and that normalizes sharing, critiquing, reviewing and renewing.
    7. Course content, student activities, instructional strategies, and assessments are aligned to student assets and resources (content knowledge background, learning strengths, ethnicity, race, socio-economic status, linguistic resources) as well as student interests and aspirations.
    8. Course content, student activities, instructional strategies, and assessments address student barriers, which may include content knowledge background, learning challenges, cultural backgrounds (ethnicity, race, socio-economic status) and/or linguistic challenges.
    9. Course content, student activities, instructional strategies, and assessments are developed through a lens that: A) Explores racial justice issues; B) Provides opportunities for students to think critically about race and racism and their intersections with the course’s central concepts; C) Confronts and disrupts racial inequities (in the classroom and as related to the course’s central concept); D) Normalizes a critical lens; E) Actively de-centers whiteness.
    10. Instructors interrogate, confront, abolish, and redevelop course content, student activities, instructional strategies, and assessments that are steeped in white supremacist, oppressive, deficit-oriented, and racist underpinnings.
    11. Courses have a space that allows students to critique and challenge, and provide feedback to instructors when students face oppression, or are not represented or heard.