Virtual Invisibility: Race andCommunication Education

The Segregation of Foreigners in U.S. Mainstream Classrooms

“…It seems the eloquent professing of progressive views by the (White) instructors at the institution in question does not necessarily translate to genuine understanding of intercultural dialogue or concern for JIS and other non-White students. Clearly, even (predominantly White) educators who seem well-equipped with culturally responsive teaching skills may not necessarily possess culturally sensitive communication skills [62,63].…”

Opening lines: scholarly inquiry and learning outcomes in communication

“…Communication research can influence the ongoing conversations related to diversity in higher education, but researchers must rise to the challenge: encouraging educational communities to facilitate researchgrounded campus conversations focused on diversity; holding colleagues accountable for advancing diversity in scholarly practice. These efforts can result in more ethically centered and inclusive partnerships exemplified in research journals and educational contexts (Hendrix & Wilson, 2014;Simmons & Wahl, 2016). In pedagogy and practice, our attention to diversity must be continuous (not episodic) and authentic (not cosmetic).…”

“…"Diversity matters" continued: student learning outcomes in communication Diversity, privilege, and social justice have received a significant amount of attention in pedagogical research (Frey & Palmer, 2014;Hendrix, Jackson, & Warren, 2003;Hendrix & Wilson, 2014;Orbe, & Allen, 2008;Simmons & Wahl, 2016). Similarly, these issues received a significant amount of attention in the NCA Learning Outcomes in Communication (LOC) project.…”

“…In many instances, students are given peripheral exposure to topics of diversity that are tacked on to the end of a unit. This unproductive approach inevitably leads to a tokenization practice that mirrors the problematic tradition of ghettoizing diversity topics (Hendrix & Wilson, 2014;Simmons & Wahl, 2016). Further, diversity research within communication education scholarship is, at best, limited.…”

“…Further, diversity research within communication education scholarship is, at best, limited. Hendrix and Wilson (2014) argue that the majority of it focuses on the failures of diversity and inclusion programs in higher education. We focus on three areas of scholarship to begin turning the tide, contributing to a more complex understanding of pedagogy and practice; moving beyond peripheral tokenization of diversity in the communication discipline: teacher training and diversity, contexts and measures that facilitate diversity-related LOCs, and nonclassroom based diversity experiences.…”