- Give "minority" students equal attention in class, and equal access to advising outside class. Don't overlook capable but less experienced students.
- Give "minority" students equal amounts of helpful and honest criticism. Don't prejudge students' capabilities.
- Revise curricula if necessary to include different kinds of racial and cultural experiences, and to include them in more than just stereotypical ways.
- Ensure that the teaching methods and materials you use are accessible to students with different learning abilities and disabilities
- Monitor classroom dynamics to ensure that "minority" students do not become isolated.
- Vary the structure during the course to appeal to different learning styles and modes of learning.
- Don't call on "minority" students as "spokespersons" for their group, e.g.: "So how do Moslems feel about...?".
- Recognise and acknowledge the history and emotions your students may bring to class.
- Respond to non-academic experiences, such as racial incidents, that may affect classroom atmosphere and performance.
Adapted from "General principles in teaching 'minority students'", in A Handbook for Teaching Assistants, University of California Santa Barbara (UCSB)