importance of multicultural education essays

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The importance of multicultural education

America has always benefited from the contributions and viewpoints of diverse people. Multicultural education emphasizes and celebrates the wide range of cultures, ethnicities, and backgrounds that students bring to school and society. The multicultural classroom embraces equity and inclusion as a means of teaching global awareness and promoting student success. 1

This post will explore the benefits of multicultural education for fostering inclusion and understanding among students.

Celebrate cultural diversity

A classroom is a unique blend of students from different economic situations, cultural backgrounds, religious beliefs, ethnicities, and traditions.

Celebrating cultural diversity shows that you value all of them equally and appreciate the richness they bring to your classroom. It also gives you the opportunity to expose students to other cultures on a regular basis, a practice that has many academic and social benefits, including higher student achievement, cultural competence, and increased empathy. 2

Classroom teachers can celebrate cultural diversity in the classroom in the following ways:

• Coordinate with special area teachers to explore the music and art of other cultures 2
• Build a classroom or school library that contains books that feature characters from many different countries and living situations as well as books written by diverse authors 2
• Encourage students to bring items from home that represent their culture and talk about them with the class 2
• Celebrate holidays from around the world, not just the ones from the predominant culture and religion in your school 2

Foster inclusive learning environments

A culturally inclusive learning environment creates a safe and fair classroom where students from all backgrounds can thrive academically, socially, and emotionally. Social and cultural considerations can impact how a student learns.

Teachers can help students succeed by recognizing and adjusting for individual cultural differences among their students.

Culture is a broad term that includes the following elements:

• Language differences 3
• Family values 3
• Family dynamics, such as multigenerational homes 3
• Socioeconomic status 3

By getting to know students, teachers will be better able to predict issues that may arise with a particular lesson or activity. They can also tap into the cultural knowledge of their students as a learning resource for the entire classroom. 4

Global citizenship and interconnectedness

Global citizenship recognizes that we are all connected to each other through economic, environmental, social, and political factors. Multicultural education seeks to promote peace through learning and embracing our shared humanity. Global citizens understand the value of others and the interconnected nature of the challenges of inequality. 5

Teachers can promote global awareness by including a global perspective in the curriculum, organizing multicultural events, and establishing connections and partnerships with schools in other countries.

Technology provides a window into other countries, cultures, and perspectives through virtual exchanges and meaningful conversations. 6

Embracing diverse students

In the realm of multicultural education, where the tapestry of knowledge weaves together, embracing diverse students becomes a cornerstone of fostering an inclusive and dynamic learning environment.

Each student brings forth a unique mosaic of experiences, rich cultural backgrounds, and varied learning styles to the classroom. It is within this diversity that the true beauty of education unfolds.

Teachers, as architects of knowledge, hold the power to implement innovative strategies. An example of a classroom activity that embraces diverse students is "Cultural Carousel." In this activity, students rotate through stations that represent different cultures, engaging in activities such as art, music, or storytelling. This allows students to experience and appreciate various cultural expressions, fostering a sense of unity and understanding among classmates of all abilities and backgrounds.

By employing a diverse range of teaching methods that cater to different learning styles, educators create an atmosphere where every student's voice is heard and valued. The curriculum becomes a canvas, enriched with the vibrant hues of diverse ethnic groups' perspectives, offering students a profound understanding of the intricacies of our diverse world.

This approach cultivates well-rounded individuals, fostering an appreciation for the manifold tapestry that shapes our collective journey.

Nurturing the school environment

Crafting a positive and inclusive school environment is a pivotal endeavor in the landscape of multicultural education. Doing so extends beyond the confines of the classroom, enveloping the entire school community in an atmosphere of acceptance and celebration.

Schools, as nurturing gardens of knowledge, can organize vibrant events that pay homage to various cultural traditions, involving parents and students alike in the mosaic of multicultural activities that foster unity.

An example of nurturing the school environment with students is the "Global Friendship Project." In this project, students collaborate with peers from different cultural backgrounds to create a shared project, such as a presentation, artwork, or a story that reflects the diversity within the school community. This not only encourages collaboration but also promotes a sense of belonging and understanding among students of all abilities and backgrounds.

This endeavor involves not only the celebration of diversity but also the establishment of policies that sow the seeds of inclusivity and holistic growth, creating an environment where every student thrives academically, socially, and emotionally. In this nurturing space, the spirit of multicultural education takes root, promising a journey of learning that transcends boundaries and fosters a rich understanding of our interconnected world.

Enhance critical thinking and perspective-taking

By exploring diverse perspectives, multicultural education promotes critical thinking and the ability to look at issues from multiple perspectives.

Older students can examine current events through a more comprehensive lens that includes historical perspectives and social injustices, such as institutional racism, classism, sexism, and homophobia. With these wider considerations, students are better able to understand the various factors at play behind some of today’s most controversial social issues. 7

Address social injustice and equity

A multicultural education promotes equity and inclusion for all students. Teachers can lay a foundation of respect and tolerance by facilitating meaningful discussions about racial justice and equity. Raising students’ awareness about inequalities in their daily lives can help them identify and stop patterns of discrimination and unfairness. 8

Educators can address social injustice by teaching students to relate to others as individuals and recognize stereotypes. Teachers can point out the unfairness displayed in individual interactions versus injustice at the institutional level. Students can analyze the impact of injustice in the world, both historically and currently. 9

Teach multilingualism and language diversity

The United States has a rich linguistic culture, with over 20% of children speaking a non-English language at home. Multilingual students maintain stronger connections with their cultural heritage and family, fostering broader social networks and cross-cultural understanding. Bilingualism enhances cognitive skills, such as task-switching, focus, and environmental awareness. Research indicates bilingual children excel in problem-solving and working memory tasks. 10

Dual language programs allow students to achieve better academic outcomes and English-language skills than English-only programs. Multicultural educational programs that promote multilingualism and language diversity lead to higher college attendance rates and better job prospects while fostering inclusive civic participation. 10

Measuring the impact of multicultural education

It can be difficult to assess the impact of multicultural education among diverse students. However, research has shown that multicultural education is highly beneficial in fostering understanding and tolerance among students from different cultural and ethnic backgrounds in both low- and high-socioeconomic school districts. There is also evidence of associated improvements in student behavior and achievement that make the investment in creating multicultural classrooms worthwhile for both students and educators. 11

Become a leader in multicultural education

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• Retrieved on January 12, 2023, from interculturalmontessori.org/multicultural-education-characteristics/
• Retrieved on January 12, 2023, from continentalpress.com/blog/cultural-diversity-in-the-classroom/
• Retrieved on January 12, 2023, from teachbetter.com/blog/celebrating-diversity-for-an-inclusive-learning-environment/
• Retrieved on January 12, 2023, from globallytaught.com/blog/8-powerful-habits-to-build-a-multicultural-classroom/
• Retrieved on January 12, 2023, from unesco.org/en/global-citizenship-peace-education/need-know
• Retrieved on January 12, 2023, from everydayspeech.com/sel-implementation/fostering-global-mindset-in-high-school-students-best-practices-for-educators/
• Retrieved on January 12, 2023, from culturalinfusion.org.au/6-reasons-why-multicultural-education-is-essential-in-our-diverse-world/
• Retrieved on January 12, 2023, from militarychild.org/upload/images/MGS%202022/WellbeingToolkit/AL_4_1_Social_Justice_interactiv.pdf
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• Retrieved on January 12, 2023, from tcf.org/content/report/why-we-need-to-cultivate-americas-multilingual-multicultural-assets/
• Retrieved on January 12, 2023, from jscholarship.library.jhu.edu/server/api/core/bitstreams/d97b93d2-7bcf-4490-bdd2-ffe874099c78/content

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The Importance of Multicultural Education

Conceptions of multicultural education, multiculturalism and curriculum development, reality/representation.

Effectively managing such diversity in U.S. society and schools is at once a very old and a very new challenge. Benjamin Barber (1992) eloquently makes the point that America has always been a tale of peoples trying to be a People, a tale of diversity and plurality in search of unity. Cleavages among [diverse groups] . . . have irked and divided Americans from the start, making unity a civic imperative as well as an elusive challenge. (p. 41)

A hundred years ago, W. E. B. Du Bois (1994) proposed that the problem of the 20th century was conflict and controversy among racial groups, particularly between African and European Americans. He concluded that Between these two worlds [black and white], despite much physical contact and daily intermingling, there is almost no community of intellectual life or point of transference where the thoughts and feelings of one race can come into direct contact and sympathy with the thoughts and feelings of the other.

• Creating learning goals and objectives that incorporate multicultural aspects, such as “Developing students' ability to write persuasively about social justice concerns.”
• Using a frequency matrix to ensure that the teacher includes a wide variety of ethnic groups in a wide variety of ways in curriculum materials and instructional activities.
• Introducing different ethnic groups and their contributions on a rotating basis.
• Including several examples from different ethnic experiences to explain subject matter concepts, facts, and skills.
• Showing how multicultural content, goals, and activities intersect with subject-specific curricular standards.

Banks, J. A. (1994). Multiethnic education: Theory and practice (3rd ed.). Boston: Allyn and Bacon.

Banks, J. A., & Banks, C. A. M. (Eds.). (2001). Multicultural education: Issues and perspectives (4th ed.). Boston: Allyn and Bacon.

Banks, J. A., & Banks, C. A. M. (Eds.). (2002). Handbook of research on multicultural education (2nd ed.). San Francisco: Jossey-Bass.

Barber, B. R. (1992). An aristocracy of everyone: The politics of education and the future of America . New York: Oxford University Press.

Bennett, C. I. (2003). Comprehensive multicultural education: Theory and practice . Boston: Allyn and Bacon.

Boykin, A. W., & Bailey, C. T. (2000). The role of cultural factors in school relevant cognitive functioning: Synthesis of findings on cultural context, cultural orientations, and individual differences . (ERIC Document Reproduction Service No. ED 441 880)

Bruner, J. (1996). The culture of education . Cambridge, MA: Harvard University Press.

Du Bois, W. E. B. (1994). The souls of black folk . New York: Gramercy Books.

Grant, C. A., & Gomez, M. L. (2000). (Eds.). Making school multicultural: Campus and classroom (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.

Hollins, E. R. (1996). Culture in school learning: Revealing the deep meaning . Mahwah, NJ: Erlbaum.

Irvine, J. J., & Armento, B. J. (Eds.). (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades . Boston: McGraw-Hill.

Lee, C. (1993). Signifying as a scaffold to literary interpretation: The pedagogical implications of a form of African American discourse (NCTE Research Report No. 26). Urbana, IL: National Council of Teachers of English.

Lipka, J., & Mohatt, G. V. (1998). Transforming the culture of schools: Yup'ik eskimo examples . Mahwah, NJ: Erlbaum.

Loewen, J. W. (1995). Lies my teacher told me: Everything your American history textbook got wrong . New York: New Press.

McCarty, T. L. (2002). A place to be Navajo: Rough Rock and the struggle for self-determination in indigenous schooling . Mahwah, NJ: Erlbaum.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31 (1), 132–141.

Moses, R. P., & Cobb, C. E., Jr. (2001). Radical equations: Math literacy and civil rights . Boston: Beacon Press.

Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.). New York: Longman.

Park, C. C., Goodwin, A. L., & Lee, S. J. (Eds.). (2001). Research on the education of Asian and Pacific Americans . Greenwich, CT: Information Age Publishers.

Shade, B. J. (Ed.). (1989). Culture, style, and the educative process . Springfield, IL: Charles C. Thomas.

Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context . Cambridge, UK: Cambridge University Press.

Wlodkowski, R. J., & Ginsberg, M. B. (1995). Diversity & motivation: Culturally responsive teaching . San Francisco: Jossey-Bass.

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Six reasons why multicultural education is essential in our diverse world

The number of international immigrants skyrocketed from 153 million in mid-1990 to 271 million in mid-2019 (United Nations, 2019) , which leads to modern societies becoming far more culturally diverse. According to Salto-Youth Cultural Diversity Resource Centre , cultural diversity is “the existence of a variety of cultural groups within a society”. These cultural groups not only refer to culture and ethnicity, but also sexual orientation, gender, age and so much more. The introduction of new cultural groups created a number of issues in the education space. Historically, language barriers were a huge problem in America – as in most Western countries – as public education put heavy emphasis on teaching English and assimilation into the adoptive culture, which negatively impacted new immigrants.

Then came the implementation of multicultural education and bilingual education, which attempted to solve the problem of language and racial discrimination in education. However, problems related to cultural diversity are still occurring nowadays and are much more complex and problematic than decades ago. Hence, multicultural education is more crucial than ever in breaking down stereotypes, intolerance, and bullying within schools; ensuring our new citizens feel welcome and included in their newly adoptive society.

Six reasons why multicultural education is essential will be discussed.

1. assist cultural groups in feeling included, and therefore feeling they belong in the school community. this, of course, makes the immigrant and non-white students more motivated and engaged to learn..

It has been raised up that certain cultural groups are being underrepresented in school curriculum and textbooks, and this issue was observed across secondary and tertiary education (Banks 2013 The Construction and Historical Development of Multicultural Education, 1962–2012) He argued that, in America, experiences of women and people of colour were being “marginalised”. Ethnic minorities could not relate to what they are learning in school, and, hence, these students feel “unwelcome, insignificant and alienated” (Gay, 2004) . Contents of their textbooks are perceived to be irrelevant to them, there is minimal material for them to relate to culturally. This may be a challenge for them to study as everything they have learnt is so foreign to their cultural background, language or lifestyle. To new immigrants, it is already a major challenge adapting to a foreign culture, particularly if they come from a war-torn country and/or spent years in refugee camps with little hope for the future. Such irrelevant content in school may make it extremely difficult for them to adapt to their new society in which they find themselves. Gay suggests that multicultural curriculum can spark up their interesting in learning when they see content that are familiar to them. He mentioned several studies that indicate ethnically-diverse students had higher academic achievements when cultural-specific elements were incorporated into the curriculum.

2. Gain accurate representation and knowledge of cultural groups

The problem with cultural groups being underrepresented and marginalised is also associated with misrepresentation of their culture in textbooks. Knowledge taught in school should be more neutral and objective so that students can receive correct information on cultural groups (by people of that culture) that they are not familiar with. Some students may not be fully familiar with their own cultural group as well, such as students who grew up in one place but have different ethnic backgrounds.

School, therefore, is a key place for them to learn about their history and culture. To other students – those who are mostly the majority – learning the music, the festivities, and belief systems of the cultures of their peers and what their backgrounds signify is a powerful tool in creating inclusiveness and promoting intercultural understanding .

3. Promote intercultural interaction and harmony in a school setting

Hjerm et.al. 2018 state in a study undertaken in Sweden: “[There is] an association between exposure to teaching about critical thinking as well as multiculturalism … and anti-immigrant attitudes among students, i.e. higher exposure is related to lower levels of anti-immigrant attitudes”. And as Hanson et.al. 2016 state in a US study: “Types of new learning that facilitate reaching the goal of culturally responsive teaching include learning about diversity, using self-reflection of how one behaves in a complex sociocultural environment, recognizing the differences in cognitive filters between teacher and student, and participating in challenging conversations about social justice and educational equity for diverse students”.

This clearly suggests that multicultural education acts as a way for students from different cultural groups to communicate and interact with each other. Students may distance themselves from other cultural groups because they do not know them well; they may not understand the background, histories, belief systems, or where differences and similarities exist. In this context, there is a strong likelihood of ‘othering’ – creating an ‘us and them’ mentality – as the groups tend to keep unto themselves. Promoting multicultural education may clear up some of the misconceptions students have towards certain cultural groups and eradicate the stigma they put on these groups. In turn, it may lessen the amount of bullying cases that targets culturally different groups. Intercultural interaction can also be fostered with the guidance of teachers. They can incorporate group projects or discussions in class when teaching topics on multiculturalism. This allows students to step out of their comfort zone and communicate with each other; inviting the culturally diverse students to speak of their festivities, music, food, and belief systems.

4. Mindset of critical thinking on current social issues surrounding cultural diversity

The biggest takeaway from education for students should not only be restricted to textbook knowledge, but also how they can incorporate it to their own experiences and their current reality. Multicultural education allows students to hone their critical thinking skills on topics surrounding cultural and social issues, including “institutional racism, classism, sexism, ableism, ageism and homophobia” ( Gollnick& Chinn , 2006) . For instance, multicultural curriculum may include the history of African Americans, and what they had been through from slavery, to the civil rights movement of the 1960s, to the present with the Black Lives Matter movement and the disproportionate incarceration of young black men. Students can understand the historical continuum of social issues as they are still happening today. Think about the on-going protest on Black Lives Matter, triggered by the death of George Floyd . They may think about the significance of this and why the problem still exists after more than a century since the abolition of slavery was brought into legislation in 1865.

Textbook knowledge may be essential in terms of examinations, graduation, and obtaining scholarships, but more importantly, information – regardless of its form – needs to transferred into schematised knowledge systems and applied to life so students can become change-agents, apply knowledge to reality to make a change in society.

5. Advanced equity in education

The idea of education equity is to “provide people with resources that fit their circumstances” ( Waterford , 2019) . Students are all unique individuals, treating everyone equally does not mean that students’ needs are being addressed adequately. One aspect of multicultural education is equity pedagogy according to Landon-Billings (2003) . Some students need extra support from the school and teachers just to be on the same level with their peers. Students whose first language is not English may struggle to comprehend the simplest tasks in class. As a result they may not be performing well in a specific subject, not because they do not work hard but because they lack appropriate support from schools. Culturally diverse students have their own set of challenges in a given school environment. In order to help these students overcome these challenges, it is not enough to give all students equal opportunities but, more importantly, teachers provide specific help to have better academic achievements. In addressing these challenges into the future Sleeter (2018) states:

“It is highly likely that nations around the world will continue to experience movements for political rights and recognition as well as immigration or migration involving racially and ethnically diverse families and that these experiences will demand changes in education … As a field, multicultural education offers many very useful strategies and conceptual tools. But what educators from dominant groups think are the key issues and best solutions are not necessarily the same as what students, parents, and community members from non-dominant groups think. Some of the most difficult but most necessary work in multicultural education involves helping those who are used to being in charge learn to listen to and take seriously those they have learned to dismiss.” (p15)

6. Promote multiculturalism and multicultural education amongst teachers and educators

Teachers are responsible for sharing knowledge with their students. The way for teachers to effectively teach their students is through gaining accurate knowledge on multiculturalism As Paris and Alim point out in their book Culturally Sustaining Pedagogies (2017) : “… [s]tudents and their families [from cultural diverse backgrounds] are put in situations where in order to succeed in school, they have to either deny or lose their cultures, histories, languages, and literatures. Furthermore, the authors suggest that there is a need for change in both the position and terminology related to pedagogical theory and practice. They offer CSP [Culturally Sustaining Pedagogies] as a solution, as CSP implementation seeks to accept, support, and sustain pluralism on cultural, literate, and linguistic levels.”

Accordingly, teachers should be highly aware that there are individual differences in the classroom ( Basbay , 2014) ; teaching plans and personal teaching styles may need to vary to cater to different cultural groups.

To better facilitate multicultural education in a school setting, it is salient for school authorities and faculty members to know how culturally diverse that school is. It would be extremely difficult to offer help to different cultural groups in school without identifying what groups there are within their school community. Technology is a useful tool to bridge these groups together and provide cultural-related knowledge. One innovative tool that can achieve this is Diversity Atlas . It is an analytical tool to measure types and extents of cultural traits in an organisation or school community. It is easy and quick for users to input their information, yet the tool provides in-depth and multifaceted analysis. This is especially effective for schools as it has a complex structure that consists of different levels of authority and departments, and breaks down the languages spoken, and cultural groups that otherwise may remain hidden within the school environment. After receiving such analysis, schools are able to gain a better understanding of themselves. They may want to tackle issues such as diversity in certain departments by applying the tool of Diversity Atlas. It is through the school itself to set an example of being proactive in multicultural education, demonstrating to their students the importance of multiculturalism and multicultural education.

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Multiculturalism in Education Essay (Critical Writing)

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The question, Hypothesis, and Purpose

Review of the literature, methodology and results, reliability, validity, and limitations.

Tonbuloglu, Aslan, and Aydin (2016) conducted research focused on multiculturalism in education. The authors engaged teachers, as they are held responsible in regards to matters that pertain to the environments of learning, to correct stated negative views. The abstract is well-written and gives a summary of the research. The reader is able to understand the critical details about the research study from the abstract.

The general flow of the research is also good. Additionally, the work is detailed with facts and verifiable sources and facts. The article is well-written as the researchers provide a clear definition of terms, making it easier for non-technical readers to still understand the research. The researchers give details on multiculturalism and race and age, proposing that even within one race, one can find several types of cultures.

This study was well-written. The purpose of the identified study was to determine the nature of the views of the teachers in regards to multicultural education, the associated diversity of learning environments, and the efforts teachers have put in place to include multiculturalism in their yearly plans of the school syllabus. Even though the significance of the study was not evident, the reader was able to deduce it in the introduction of the paper. The research questions are highlighted as:

• How the teachers reacted to the system of multicultural education?
• What was the teachers’ first evaluation concerning the multicultural type of education and the associated sphere surrounding the activity?
• What are the teachers’ suggestions concerning the multicultural type of education?
• What are the associated proficiency levels of the respective teachers in line with the yearly involvement of the multiculturalism system in the school syllabus?

The literature review is detailed. The authors used several scholarly articles and journals to explain their premises. For example, the argument that teachers also have to be taught multiculturalism is supported by several other scholars and authors. They also included citations that criticized some of their premises. For instance, the scholars quote Kaya (2015), who argued that multiculturalism should not be taught within a classroom set-up.

The addition of the sources that critique the proposed arguments ensured a rich and informing literature review. Interestingly, the researchers combined the literature review with the introduction part of the paper. It is more common to have the two sections separate. Sources were also used in other sections of the paper to both support and criticize different arguments.

Tonbuloglu et al. (2016) employed a qualitative design for their research. In the study, the teachers presented their views concerning a multicultural type of education. Towards the end, the teachers reflected on the respective schools’ plans for the introduction of multiculturalism in their curriculums, thus, fulfilling their purpose. A purposeful sampling strategy was used to select the sites and participants. In this study, the study group for this research consisted of six teachers employed at a primary school in the Istanbul province during the 2012-2013 school years. Purposeful sampling techniques were selected because participants had the needed experience and ability to respond to the research questions.

Data analysis was comprehensive and reliable. The data were analyzed using the content analysis technique. During analysis, it was realized that the actual knowledge of every teacher in line with the multicultural type of education, together with the diversity of the system, was adequate. The respective opinions from the teachers towards the multicultural kind of training were identified to be positive. However, the teachers appeared confused in regards to the multicultural type of education, which made them experience some problems due to certain inadequacies. Moreover, a yearly analysis was conducted, and it showed that the efforts applied to the multicultural education system were not enough. The results were appropriate and complete for the research design.

The presentation style and the general flow of the study, including proper sentence construction and grammar, allows for an easy read. Additionally, one can quickly pick out various views concerning the multicultural education system. The in-depth questions also allow the reader to note the proficiency levels of the teachers. The data collection and analysis approach also go hand-in-hand due to the many variants of study that were identified. From a research design perspective, the study gives refined data, which increases reliability.

One weakness of the study is that the teachers lacked the required skills and knowledge that are necessary for multicultural education. Thus, the teachers also have to be culturally competent to engage in multicultural education processes with their students.

The research is reliable. The authors explained their process well. There appears to be no sign of bias in the study, as well. The purposeful random sample size also ensures the reliability and validity of the data. It is important to also note that the reliability and validity of the research, to academics, lie in its impact on globalization. In a culturally diverse world, students should be molded on competency amidst differences.

The researchers proved the importance of multicultural education, and in so doing, demonstrated its usefulness in real life. Additionally, multicultural competency allows for personal growth. A limitation of the study is that a good number of the teachers did not know what multiculturalism involves. Such participants could not be avoided due to the methodology and sample selection design used in the study.

Kaya, Y. (2015). The opinions of primary school, Turkish language, and social science teachers regarding education in the mother tongue (Kurdish). Journal of Ethnic and Cultural Studies, 2 (2), 33-46.

Tonbuloglu, B., Aslan, D., & Aydin, H. (2016). Teachers’ awareness of multicultural education and diversity in school settings. Eurasian Journal of Educational Research , 64 , 1-28.

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The benefits of diversity education

An inclusive curriculum offers important positive outcomes 

• Equity, Diversity, and Inclusion

What comes to mind when you think about racial tensions in the United States and the protests related to racial relations? Maybe you envision the Civil Rights movement of the 1960s and Martin Luther King’s speech from the Lincoln Memorial. Or maybe you think about the Black Lives Matter protests and the many men and women of color who have died at the hands of police officers in the United States.  

Recent protests have taken a very different turn. Parents and conservative activists in many areas of the U.S. are protesting the inclusion of issues related to race, gender, diversity, and equity in the school curriculum. Using the term “critical race theory” (which is actually a decades-old approach to examining issues from a perspective of institutional racism and is not standard curriculum in K-12 schools), the objections include any number of issues, but tend to focus on initiatives to counter racism and bias. Since January 2021, 37 states have introduced bills or taken other steps that would restrict teaching critical race theory or limit how teachers can discuss racism and sexism (Map…, 2020). Fourteen states have imposed these bans and restrictions either through legislation or other avenues. Given the pressure from parents, communities, and legislators, many school administrators and teachers are hesitant to take a stand in support of teaching about issues of diversity and equity. To a lesser extent, these protests have also been directed at colleges and universities in some states.

In light of the recent backlash against teaching about diversity, equity, and inclusion, it is worthwhile to reflect anew on the many benefits of having an inclusive curriculum. In contrast to the view that addressing topics such as privilege and systemic inequity is harmful, research shows that experience with these issues leads to positive changes in students’ attitudes and values (Gurin et al., 2002). An inclusive classroom also provides global academic benefits, such as improved critical thinking (Bowman, 2010) and higher overall achievement levels for both majority and minority group members (Elicker et al., 2009). In addition, when students have positive diversity experiences, their interest in improving the lives of people in their communities increases (Bowman, 2011).

An important goal in diversity education is helping students recognize their biases. Whether they are implicit or explicit, biases stem from reliance on common cognitive heuristics that help people navigate their complex social world. Thus, they are part of being human. Students may be troubled by this knowledge—few people like hearing that they might be prejudiced. This discomfort can be addressed by explaining that biases need not result in resentment or hate against outgroup members; more often they reflect instead a generalized preference for the ingroup that comes at the expense of the outgroup (Brewer, 2017). Moreover, teaching about how biases operate can open the door to educating students about ways to prevent acting on their biases (Casad et al., 2013). Interestingly, learning about personal biases may be especially helpful for people high in prejudice. For instance, Adams and colleagues (2014) asked students to complete the Implicit Association Test. They then completed teaching modules on conscious and unconscious bias. It turned out that the students who initially displayed the highest levels of bias later reported the greatest motivation to control their prejudice. Thus, when students are given the tools for understanding and addressing social justice inequities, their overall bias literacy, or their ability to detect their own and others’ prejudices, also increases (Monteith et al, 2019). Addressing these topics results in greater openness and understanding and increases students’ multicultural competence (Morris & Ashburn-Nardo, 2010).

Students do not always have experience discussing emotional issues. To help them manage difficult conversations, students need a safe classroom environment, with clearly established ground rules for discussion; ideally, students will have a voice in creating these rules (Goldstein, 2021). Both students and instructors also must be mindful of how privilege affects classroom dynamics. This awareness includes consideration of who is in the room and who has social power. It is essential that students from underrepresented groups have a voice (Warner et al., 2021). Instructors also need to consider their own level of multicultural competence and take steps to ensure that they are prepared to teach about complex emotional topics (Kite & Littleford, 2015). Teachers can also model how to find the right words for these situations and students can role play how to confront prejudice (Plous, 2000). Effective tactics include questioning (“Are you saying low-income people do not deserve quality healthcare?”), offering a direct challenge (“Actually, evidence suggests that White workers are favored in the job interview process.”), or expressing surprise (“Do you really believe that?”) (Monteith et al., 2019).

Positive outcomes, such as those described here, are reflected in APA’s emphasis on diversity, equity, and inclusion as a cornerstone of the organization’s strategic plan (APA, 2019). Ethical and social responsibility in a diverse world is also a major goal for the undergraduate major (APA, 2013).  As instructors navigate the waters of today’s cultural climate, we hope they can find a way to help our students realize the benefits of diversity education, some of which we describe here.

Adams, V. H., Devos, T., Rivera, L. M., Smith, H., & Vega, L. A. (2014). Teaching about implicit prejudices and stereotypes: A pedagogical demonstration. Teaching of Psychology, 41 , 204-212.

American Psychological Association (2019). Impact: American Psychological Association Strategic Plan. https://www.apa.org/about/apa/strategic-plan/impact-apa-strategic-plan.pdf ).

American Psychological Association. (2013). APA Guidelines for the undergraduate major: Version 2.0. https://www.apa.org/ed/precollege/about/psymajor-guidelines.pdf

Bowman, N. A. (2010). College diversity experiences and cognitive development: A meta- analysis. Review of Educational Research, 80 , 4-33. https://doi.org/10.3102/0034654309352495

Bowman, N. A. (2011). Promoting participation in a diversity democracy: A meta-analysis of college diversity experiences and civic engagement. Review of Educational Research, 81 , 29-68. https://doi.org/10.3102/0034654310383047

Brewer, M. B. (2017). Ingroup discrimination: Ingroup love or outgroup hate? In F. K. Barlow & C. G. Sibley (Eds.), The Cambridge handbook of the psychology of prejudice (pp. 90-110). Cambridge University Press. https://doi.org/10.1017/9781316161579.005

Casad, B. J., Flores, A. J., & Didway, J. D. (2013). Using the Implicit Association Test as an unconsciousness raising tool in psychology. Teaching of Psychology, 40 , 118-123. https://doi.org/10.1177/0098628312475031

Elicker, J. D., Snell, A. F., & O'Malley, A. L. (2009). Do student perceptions of diversity emphasis relate to perceived learning of psychology? Teaching of Psychology, 37 , 36-40. https://doi.org/10.1080/00986280903425706

Goldstein, S. (2021). Ground rules for discussing diversity: Complex considerations. In Kite, M. E., Case, K. A., & Williams, W. R. (Eds.). Navigating difficult moments in teaching diversity and social justice (pp. 17-29) . American Psychological Association. https://doi.org/10.1037/0000216-002

Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72 , 330-366. https://doi.org/10.17763/haer.72.3.01151786u134n051

Kite, M. E., & Littleford, L. N. (2015). Teaching about diversity across the undergraduate psychology curriculum. In D. S. Dunn (Ed.), The Oxford handbook of undergraduate psychology education (pp. 129-141). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199933815.013.012

Map: Where Critical Race Theory Is Under Attack (2021, June 11). Education Week . https://www.edweek.org/policy-politics/map-where-critical-race-theory-is-under-attack/2021/06 ).

Monteith, J. J., Burns, M. D., & Hildebrand, L. K. (2019). Navigating successful confrontations: What should I say and how should I say it? In R. Mallet & M. J. Monteith (Eds.). Confronting prejudice and discrimination: The science of changing minds and behaviors (pp. 225-247). Academic Press. https://doi.org/10.1016/B978-0-12-814715-3.00006-0

Morris, K. A., & Ashburn-Nardo, L. (2010). The Implicit Association Test as a class assignment: Student affective and attitudinal reactions. Teaching of Psychology, 37 , 63-68. https://doi.org/10.1080/00986280903426019

Plous, S. (2000). Responding to overt displays of prejudice: A role-playing exercise. Teaching of  Psychology, 27 (3), 198-200. https://doi.org/10.1207/S15328023TOP2703_07

Warner, L. R., Wagner, L. S., & Grzanka, P. (2021). White privilege in the classroom. In Kite, M. E., Case, K. A., & Williams, W. R. (Eds.), Navigating difficult moments in teaching diversity and social justice (pp. 151-163). American Psychological Association. https://doi.org/10.1037/0000216-011

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Considering diversity: A self-reflection tool for psychology teachers

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Embracing Diversity: The Vital Role of Multicultural Education

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