Examine your content for diverse perspectives
Are certain perspectives systematically not represented in your course materials (e.g., a course on family focusing only on traditional families, or a course on public policy ignoring race issues, or a cell biology course where all recent primary literature is authored by men)? Neglecting some issues implies a value judgment (hooks 1994), which can alienate certain groups of students.
Add non-mainstream perspectives into your course content, and reflect on what value they add to the course.
Have students take opposite sides of an argument (and provide materials for different perspectives)
When discussing founding scientists of your discipline, make sure to look for under-represented groups that may have been sidelined.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.