Abstract
This article provides best practices that instructors can use to affirm and support marginalized students’ mental health with a specific focus on students of color. Recently, campuses have witnessed renewed calls for diversity and inclusion in the wake of anti-Black violence. Advocates have called for needed structural changes. To build upon these calls for change, this article provides instructors with tools they can use in the interim to navigate questions of diversity, inclusion, and justice in the classroom. The essay centers the mental health needs of students from marginalized populations to hedge against the possibility that efforts to foster inclusion, including advocating for structural reform, contribute additional trauma to these students.
DOI
10.31446/JCP.2022.1.20
Author ORCID Identifier
Tyshee E. Sonnier: 0000-0002-7753-0101
Claire J. Stevenson: 0000-0001-9702-2828
Joshua H. Miller: 0000-0002-7211-9209
Recommended Citation
Sonnier , T. E.., Stevenson, C. J., & Miller, J. H. (2022). Pursuing Inclusion and Justice While Affirming the Mental Health of Marginalized Students. Journal of Communication Pedagogy, 6, 263-270. https://doi.org/10.31446/JCP.2022.1.20.
Included in
Critical and Cultural Studies Commons, Education Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Health Communication Commons, Rhetoric Commons, Speech and Rhetorical Studies Commons
