A training framework and follow-up observations for multiculturally inclusive teaching: Is believing that we are emphasizing diversity enough?

Abstract

The authors present a theoretically and empirically grounded training for multiculturally inclusive teaching for new instructors. After implementing this training, qualitative data were gathered from instructors to identify their experience of the training and concerns related to incorporating issues of diversity into their classrooms (Study 1). At the end of the semester immediately following the training, quantitative data were gathered from instructors and their students to examine the interaction between students' and instructors' perceived diversity emphasis (Study 2). When allowed to choose the extent to which they incorporated issues of diversity in their classes, the instructors differentially reported emphasizing diversity in class. In addition, results from multi-level linear modeling analyses demonstrated that instructors' reported emphasis on diversity in the classroom did not predict students' perceptions of the inclusion of issues of diversity. The authors discuss implications for the development of multiculturally supportive programs of learning at universities.

Diversity Topics Covered in Teaching of Psychology Courses

“…The simplest solution to this problem is to increase the time spent on diversity topics, but it is always difficult to add content to courses without cutting other crucial material. However, Elicker et al (2009) suggested that diversity topics can be integrated into teaching courses by connecting them with other core content. For example, the topic of ethics can include the ethical responsibility to treat all students equitably.…”

Diversity Education for Future Family Science Professionals: Interactive and Reflective Teaching Implications based on Hollinger’s Model

“…In this multicultural environment, family science professionals are required to possess knowledge and skills catered to diverse populations [46]. As a result, family science education ultimately aims to cover multicultural competence, teaching both knowledge about various cultures and skills required to work with such populations [20,46].…”

“…There is increasing recognition of the importance of teaching diversity in higher education Diversity Education for Future Family Science Professionals: Interactive and Reflective Teaching Implications based on Hollinger's Model [20], yet teaching cultural diversity is a challenging task [39]. The American Psychological Association [4] described diversity instruction as crucial to college students' development of multicultural leadership and effectiveness in a global society.…”

“…In addition, there are very few pedagogical and practical agreements on how and what to teach in diversity courses. The content and structure of a diversity course mainly depends on an instructor' s comfort and competence level of dealing with diversity issues [20,44].…”

Exploring the corollaries of students’ social justice intentionality

“…As educators have addressed the goal of multicultural and social justice education, emergent themes have included the need for social justice principles to be infused throughout educational systems, practices and curricula (Calderwood, 2003;Elicker et al, 2009;Hackman, 2005;Sciame-Giesecke et al, 2009) as well as a focus on increasing cultural competence as an ethical responsibility (APA, 2002(APA, , 2003Rogers-Sirin and Sirin, 2009). Reviewing the calls for social justice initiatives within the field of educational leadership, Brown (2004: 80) agreed that such new understandings of educational training and professional development were crucial, yet added that 'questions remain -Who?…”