Fostering Inclusion In The Exercise Sciences: A Course Checklist For Faculty

In June 2020, the American College of Sports Medicine (ACSM) released an Official Statement on Diversity, Equity, and Inclusion, indicating that “diversity⋯ creates a working and learning atmosphere that encourages varied perspectives.” Further, it states that to make meaningful change, we should “mak[e] decisions with social justice” in mind. As faculty, actions within our classrooms can contribute to these goals. PURPOSE: To design an inclusive checklist for a course/syllabus in the exercise sciences based on perceptions of equity and inclusion in health-related majors. METHODS: Health and human services students (n = 275, 212 undergraduate, 63 graduate) completed a survey on perceptions of equity and inclusion. Respondents indicated aspects of their identity they considered minoritized (e.g., gender, race/ethnicity, religion, sexual orientation, social class) and were categorized as marginalized (M) or non-marginalized (NM). Students were asked about the need for action steps faculty can pursue (i.e., skill-building training to improve inclusion; revising policy & practice to remove barriers that create inequality). Responses were used to develop a course/syllabus checklist. RESULTS: Respondents were primarily white (81.1%) cisgender women (88.4%), with 22.3% identifying as LBGTQIA+, 6.2% Black, 2.2% Asian, 6.9% multiracial, 32% poor or working class, and 64% middle class. A greater proportion of Black students were frequently concerned about academic success (70.6 %) and mental health (70.6%) than white students (59.1%, 57.8%). For skill-building training, 76.5% M and 46.4% NM recommended this action step, while 79.1% M and 45.2% NM recommended revising policy and practice to remove barriers. Based on these findings, checklist items include ‘language is inclusive,’ ‘state that all individuals and ideas are respected,’ and ‘state that all are welcome.’ For content, material should ‘acknowledge diverse groups in creation, representation, and experiences,’ while class discussions should ‘allow a variety of voices’ to contribute. CONCLUSIONS: Marginalized students indicate that specific actions toward inclusion are needed. Utilizing a checklist when planning and teaching courses can help faculty actively create an inclusive environment.