Chapter 2: Why Professor and Student Identities Matter in Diversity in Higher Education Courses

This chapter reflects on the role of faculty and student identities related to teaching Diversity in Higher Education courses. Based on the lived experiences of three female college professors, who are African American, White American, and Filipina American, each teaching diversity courses at separate universities, the chapter explores how student identities (e.g., mostly White versus a racially diverse class) can shape pedagogies used in class. Additionally, the chapter captures how student and faculty identities intersect in ways that can alter the trajectory of a course.