Rather than referring to “minorities,” “members of minority groups” or “underrepresented minorities,” we should refer to such individuals as “minoritized.” Using “minoritized” makes it clear that being minoritized is about power and equity not numbers, connects racial oppression to the oppression of women, and gives us an easy way to conceive of intersectionality as being a minoritized member of a minoritized group. The term “minoritized” reveals the fact that white males and other dominant groups minoritize members of subordinated groups rather than obscuring this agency, describes microaggressions better than the term ‘microaggressions,’ and helps explain the need for solidarity within minoritized groups. It gives us a powerful way to promote racial justice by appealing to the common experience of being excluded. While using “minoritized” risks creating a false equivalence that sees all instances of being minoritized as equal and discounting unique forms of oppression by subsuming them under a single term, using this term carefully can ensure that its advantages outweigh these risks.
In preparing cadets to be officers, the U.S.Coast Guard Academy (CGA) is committed to developing "the whole person." CGA has increasingly developed program-specific ways to achieve educational goals and learning outcomes. While character development and ethical education have long been important learning outcomes, today's CGA curriculum has incorporated multicultural concepts and inter-cultural perspectives to encompass learning about problems and issues that cut across national boundaries. This paper discusses how student learning, growth, and development can be achieved in an undergraduate program to ensure that graduates are prepared to meet the many challenges they will face throughout their professional careers and lives in an increasingly global environment.
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