Scholars at the intersections of Education, Ethnic Studies, Black and African American Studies, and Women’s/Gender Studies have theorized several approaches to advancing racial justice in higher education teaching in the United States.
Gender-just teaching, or teaching that seeks to advance gender justice, draws on feminist and transgender educational frameworks that center the experiences of students marginalized on the basis of gender. This includes women, transgender people, nonbinary/agender/genderqueer people, and people otherwise...
Overview What does it mean to center disability in teaching?
Centering disability seeks to identify and disrupt the systemic influences of ableism and intersectionality, as well as other systemic barriers that lead to the exclusion and discrimination of people with disabilities. Teaching practices grounded in disability bring intentional focus and awareness to creating accessible learning environments, services, instructional strategies, responsive and educationally ethical strategies, and tools such that everyone, regardless of neurodiversity, disability, and...
As global tragedies and crises become more hypervisible in our increasingly connected world, it is increasingly likely that students in your class(es) are, in some way, impacted by current local, national, or global events.
Ubuntu is an African concept often translated as “I am because we are.” More than a simple proverb, it evokes our deep interdependence—the recognition that our individual growth thrives best when it is nurtured in community with others (Tran and Wall 2019.) In higher education settings, this spirit of Ubuntu reminds us that all students, including those who have traveled across the world to be here, bring perspectives and histories that can elevate the collective.
Being in community with others, feeling part of a group, and having a sense of belonging are fundamental to our well-being and psychological health. Previous studies show how a student’s sense of belonging can grow from numerous academic settings and contexts, like being involved in a...
Overview Who are our nontraditional and transfer students?
Nontraditional students hold valuable life experiences that go beyond the typical college years, while transfer students arrive with academic credits from other institutions, eager to finish their degrees at UC Berkeley. When these diverse pathways converge at UC Berkeley, they enrich our community with unique experiences that differ from those of first-year entrant students.
Non-traditional & transfer students at UC Berkeley
