Both culture and race impacts the students learning in the classroom. Embracing and acknowledging our differences are important to understanding and helping others in health care.
One of the things I found most interesting in this part of the module and will use in my practice is to recognize how cultural differences may affect how our words and actions are perceived and how we perceive the words or actions of others. For example, the way one reacts to a scenario, a joke they make, or their style of listening may make them seem aloof or disinterested, however this is their cultural norm. Therefore, when we make jokes or behave a certain way we must recognize that this may be relevant to our own culture and may be interpreted differently by those from different cultures.
Race and Culture can be linked or not. Culture is more about the situation/ environment in which you were raised. That forms your perception, understand and beliefs in many ways. learned from family, history and surrounding.
Each student is individual, they are special no matter of their race or culture. They should be treated the same but also individual to.
regardless of race or culture each student must be treated the same and all students need individual attention
Fostering Inclusion Through Intersectionality in Education
Creating an inclusive learning environment isn’t a one-time effort—it’s an ongoing process that requires reflection, adaptation, and a genuine commitment from instructors. Recognizing the diverse experiences and identities students bring into the classroom means embracing a mindset of continuous learning and adjustment.
True cultural understanding goes beyond simply acknowledging differences—it requires engaging interculturally rather than cross-culturally. This approach affirms identities rather than minimizing them, ensuring that students feel seen, valued, and empowered. A person's identity is deeply tied to their confidence and sense of self-worth, and educators play a pivotal role in either strengthening or diminishing that foundation. When an instructor validates a student’s identity, it builds trust, encourages participation, and supports academic success. Conversely, dismissing aspects of who they are can create unnecessary stress, erode confidence, and hinder the learning process.
For me, this perspective aligns with intersectionality—recognizing that each student carries multiple, overlapping aspects of their identity that shape their educational experience. From personal experience, I’ve seen how dismissing even a single part of a learner’s identity can feel like invalidating their entire personhood. This exclusion adds an emotional and cognitive burden, making it harder for students to engage and thrive academically.
By prioritizing inclusivity and embracing intersectionality, educators can create learning spaces where every student feels respected, represented, and fully acknowledged.
It is important for instructors to acknowledge the different races and cultures in the classroom but not stereotype individuals. The best source for how to interact will be the individual.
Culturally competent teaching requires the use of intercultural communication skills - be inclusive and focus on what is being said and not how it is being said.
I have learned in this course so far that every person is different, we all come from different backgrounds and culture. It's important as an instructor to meet the student where they are.
As an educator, I plan to use the tools/techniques provided to create a classroom culture, free of bias, and all perceptions. Begin a new year with communication for a safe learning space where individuals become part of the classroom group.
I am learning how new technology can be used to help students of many different cultural backgrounds find my teaching more accessible. I'm hoping this will help promote their success.
I have learned to always differentiate between race (the social construct of physical characteristics implying a person's culture) and culture (the social/behavioral/communication characteristics) of a group of people. Simply that external features on an individual tell you nothing of that person's culture. As an instructor, it is very important to remember most people are blend of races, and you do not know someone's cultural identity based on these traits.
Using race and culture as a reason to limit students is like redlining in Real Estate. You push students to one specific area while limiting their access to others. Instead of treating all students equal, assumptions are unfairly made based on their race and culture. If that is the case educators must ask themselves are they being fair to their students and are they limiting their own teaching abilities to fit in their own prejudice prejudgement.
Every student is unique, and when these differences are acknowledged and addressed with suitable teaching methods, they enrich the learning experience for everyone.
This course has taught me to treat each student as an individual. Similar to patient centered care, each student has a unique background that can contribute to the learning process. It is the student's and teachers' responsibility to create an inclusive environment and be aware of any racial discrimination.
Culture and race are two different things. Each one of us has a culture or an adaptive culture. We are born into a race that we cannot change, and so it is important to be aware and be mindful of each other's race or culture.
Each student is different and those differences enhance the learning environment for all when recognized and appropriate instruction strategies are used.
Everyone person are their own individual regardless of the culture they practice or their race. We all all humans.
Every student brings their diverse background, experiences, and learning styles to the classroom. Ensure language is professional and without slang so all participants have the opportunity for understanding. I appreciate the multicultural experiences that students reveal in a group; this helps others see things from different perspectives.
One area I can work on is not using English phrases that cannot be translated literally since we often have Spanish, Swahili, and Russian speaking students. One example would be "to knock it out of the park."
