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I-O psychology for everyone: Use of culturally responsive teaching to increase diversity and inclusion in undergraduate classrooms

Diversity and inclusion is one of the four areas in which Kath’s and colleagues’ (2021) focal article recommends instructors apply findings from the I-O psychology field to their own teaching practice when teaching undergraduate I-O psychology classes. One suggested large-scale change recommends that instructors engage in culturally responsive teaching practices by becoming diversity experts and allies to diverse people. This commentary builds on their suggestion by giving a more nuanced perspective of culturally responsive teaching practices based on Geneva Gay’s (2002) work. Culturally responsive teaching (CRT) practices could make I-O psychology more appealing to a greater number of undergraduate students but, perhaps more importantly, encourage more minority students (otherwise largely underrepresented in I-O psychology) to join the field. Further, CRT exposes students in the majority to a wider array of experiences, which can increase their understanding and affinity toward people from other social groups. In this way, CRT can serve as a tool to teach empathy, which can improve attitudes toward and about people from different social groups (Bouley & Godfrey, 2008).