Cycles of development in learning about identities, diversity, and equity.

Abstract

Objectives: Many scholars and educators have written about how to approach teaching about social identities, diversity, and societal inequity in classrooms and beyond. The current article adds to this literature by considering the developmental trajectories of individuals as they engage in learning opportunities about identities, diversity, and equity. Results: This article details the specific aspects of knowledge that are essential to develop cultural competence and critical consciousness as well as a sequence in which they should be acquired. Conclusions: Previous models emphasize progressive movement toward more advanced levels, but this article explains how motivation can explain movement and stalling in development. Furthermore, it analyzes the cognitive and motivational antecedents of resistance to diversity learning opportunities. The article concludes with implications for teaching and future directions for research.

Innovative theory and methods for the next generation of diversity, equity, and inclusion sciences: Introduction to the special issue.

“…Taken together, Byrd (2021) and Syed and McLean (2021) demonstrate new lenses and tools to improve our understanding of individual-social dynamics, illustrating their interconnectedness.…”

“…Byrd (2021) presents a new developmental model on how individuals actively learn about identities, diversity, and inclusion over time that can be useful for teaching issues centered on equity. Although previous models underscore progression toward more advanced levels, Byrd (2021) explains the role of motivation in movement and stagnation in development, illustrating particular aspects of knowledge that are fundamental in the development of cultural competence and critical consciousness. This is very useful in understanding cognitive and motivational processes involved in resistance to learning about diversity, equity, and inclusion.…”

“…Two articles in the special issue advance our understanding of individual-social dynamics. Byrd (2021) presents a new developmental model on how individuals actively learn about identities, diversity, and inclusion over time that can be useful for teaching issues centered on equity. Although previous models underscore progression toward more advanced levels, Byrd (2021) explains the role of motivation in movement and stagnation in development, illustrating particular aspects of knowledge that are fundamental in the development of cultural competence and critical consciousness.…”

Embracing the Complexity of Situated Belonging: Possibilities and Responsibilities for Intervention Design

“…Given our commitment to improvement science and social justice, we recognize our responsibility to scrutinize our work. We draw upon the critical reflection research method (Mortari, 2015), which emphasizes deep introspection, self-awareness, and a critical evaluation of the researcher's experiences, values, biases, beliefs, and perspectives impact both research practices and outcomes, similar models highlight the importance of motivation, agency, and action (Byrd, 2021). Such reflexivity can contribute to more nuanced and contextually-sensitive research findings (Fook & Gardner, 2007).…”