Texts on this page have been partially machine translated from German.

Diversity-sensitive Teaching

Our student body is more diverse than ever. Some of our students come from abroad, some have a migration background, some have an impairment, various have already completed their education or are so-called first-time graduates.

4 Layers of Diversity

The "4 Layers of Diversity" model according to Gardenswartz and Rowe (2003) attempts to depict the different dimensions of personality. At the centre is the personality of each individual. Around the personality are the core dimensions, which describe almost unchangeable characteristics of a person and also have the greatest influence on inclusion or exclusion. Through this model it becomes clear that the personality is shaped and formed by many different aspects and thus we have a multitude of different personalities, all with different requirements and expectations.

Creating a suitable teaching atmosphere

The differences are also apparent in the individual teaching and learning styles and significantly shape the social interaction and communication between students and teachers. For the most part, it is not immediately apparent to the individual what challenges they still have to face in addition to their studies. In order to do justice to diversity and its potential in teaching, a teaching approach is needed that pays greater attention to diversity aspects.

When planning and implementing teaching, the various requirements are often not sufficiently taken into account, although consciously dealing with age, gender or cultural differences can lead to a teaching and learning climate in which individuals feel seen and recognised and can fully develop their potential.

The aim should be to create an atmosphere in courses and lectures in which all students feel safe and valued so that they can fully develop their potential.

Based on the "4 Layers of Diversity" model, we have compiled the different dimensions of a personality and the possibilities that go along with them in the following:

Ethnic origin and nationality

  • Recognise adaptations of international students
  • Allow space for intercultural exchange
  • Approaching a different understanding of teaching and learning

Physical and mental abilities

  • Design barrier-free teaching (digital and infrastructural)
  • Use and offer technical aids
  • Enable compensation for disadvantages
  • Take physical problems seriously

Social origin

  • Reduce inhibitions
  • Take into account and use different educational backgrounds
  • Support first:time:graduates

Sexual orientation / gender and gender identity

  • Use non-discriminatory and gender-sensitive language
  • Avoid stereotyping in examples, images and literature
  • Select appropriate diversity-sensitive teaching and learning materials

Family situation and life plan

  • Take family situations (care of family members, childcare) into account and react flexibly to them.
  • Allow children to be present in the course if possible and no other solution could be found

Religion and world view

  • Recognise and take into account religious holidays (e.g. Ramadan).
  • Include different religions and world views in teaching and thus enable interactions

Age

  • Take students of all ages seriously
  • Recognise student groups of different ages as an asset for teaching discussions
  • Enable interaction in teaching to achieve exchange and change of perspective

Guidelines and Work Documents

Diversity dimensions

The Diversity Charter also refers to this classification model. The Diversity Charter is a voluntary commitment published in 2006 and an association under the patronage of former German Chancellor Merkel that promotes a prejudice-free working environment.

Grafik Kreis zum Thema Vielefältigkeitsdimensionen

Grafik: FH Aachen | Susanne Hellebrand

Norms and standards

  • ISO 305415: Human resource management - Diversity and inclusion.
  • ISO 30408: Human resource management - Guidelines on human governance.
  • DIN EN ISO 9000 ff. Establishment of quality management systems.
  • And others.

Diversity Charter

"The Diversity Charter is an employer initiative to promote diversity in companies and institutions. It was launched in December 2006 by four companies and is supported by the Federal Government Commissioner for Migration, Refugees and Integration, Minister of State Reem Alabali-Radovan.

The aim of the initiative is to advance the recognition, appreciation and inclusion of diversity in the world of work in Germany. Organisations should create a working environment that is free of prejudice. All employees should be valued - regardless of age, ethnic origin and nationality, gender and gender identity, physical and mental abilities, religion and world view, sexual orientation and social origin".

 

The website is published by the non-profit association Charta der Vielfalt e.V..

Responsible in terms of press law: Stefan Kiefer
Charta der Vielfalt e. V.
Office, Albrechtstraße 22, 10117 Berlin
Phone: 030 288 773 99 - 0, Fax: 030 288 773 99 99

"By signing the Diversity Charter, companies and institutions undertake to create and maintain an appropriate organisational culture; human resources processes are to be reviewed and, if necessary, adapted in line with the Diversity Charter. The signatories declare that they fundamentally recognise and want to use the diversity of society. In addition, they undertake to communicate the goals of the Diversity Charter internally and externally, to report annually on their progress and to involve employees in its implementation".

Literature

  • Diversity Management in Hochschulen (2015), Ute Klammer and Christian Ganseuer, Carl von Ossietzky University Oldenburg - Center for Lifelong Learning C3L.
  • Diversity and Equal Opportunities at Universities: How does effective diversity management succeed? (2017), Kirstin Kastell, University of Rostock.
  • Proceedings of the 3rd Symposium of Higher Education Teaching in STEM Subjects, 25/26 September 2017, TH Nuremberg.
  • 6 pages Diversity-Special (03/2017), forschung: Das Magazin der Deutschen Forschungsgemeinschaft, Weinheim.
  • Corporate Social Responsibility: Erfolgreiche Vielfalt in Organisationen (2014), Katrin Hansen (ed.), Springer-Verlag, Heidelberg.

Guide to action on the topic of amok, violence, suicide and stalking

Here you can download the guide for counsellors at universities, higher education institutions and student unions. It is published by the Ministry of Science, Research and the Arts of the State of Baden-Wuerttemberg.

Download

EU Directives

  • Diversity Management in Universities (2015), Ute Klammer and Christian Ganseuer, Carl von Ossietzky University Oldenburg - Center for Lifelong Learning C3L.
  • Diversity and Equal Opportunities at Universities: How does effective diversity management succeed? (2017), Kirstin Kastell, University of Rostock.
  • Proceedings of the 3rd Symposium of Higher Education Teaching in STEM Subjects, 25/26 September 2017, TH Nuremberg.
  • 6 pages Diversity-Special (03/2017), forschung: Das Magazin der Deutschen Forschungsgemeinschaft, Weinheim.
  • Corporate Social Responsibility: Erfolgreiche Vielfalt in Organisationen (2014), Katrin Hansen (ed.), Springer-Verlag, Heidelberg.

Laws at the federal level

  • General Equal Treatment Act (AGG).
  • Works Constitution Act (BetrVG).
  • Federal Participation Act (BTHG).
  • German Civil Code (BGB).
  • Basic Law (GG).
  • Dismissal Protection Act (KSchG).
  • Civil Partnership Act (LPartG).
  • Staff Representation Acts (BPersVG): Land and federal government.
  • Social Code IX: Participation of Disabled Persons.
  • Part-Time and Fixed-term Employment Act (TzBfG).
  • Wissenschaftszeitvertragsgesetz (WissZeitVG).

Laws at the state level

  • Higher Education Freedom Acts (HFG).
  • Higher Education Framework Act (HRG).
  • State Equal Opportunities Acts (LGG).
  • State Staff Representation Act (LPVG NRW).