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One of the central ideas behind diversity training is that people of different ethnicities, sexes, religious persuasions, sexual orientations, ages, and other supposedly irrelevant demographics should have equal opportunities to participate in society and enjoy its benefits. Diversity classes have the potential to be indispensable resources to combat the widespread belief that we already live in a largely egalitarian society, teach students about social change, and help them rediscover the values of past and present civil rights leaders. In this article, we investigate how diverse authors on the topic of diversity have defined essential ideas. It also provides materials that can help change the topic of discussion from diversity and tolerance to inclusion and social justice, as well as suggestions for what could be improved and how that could be done. Finally, it argues that teachers tasked with teaching children about diversity should undergo additional training to be adequately prepared to address the complex issues that students are likely to make. This is done to improve diversity education for students.
One of the fundamental purposes of the sociological field known as sociology is to understand the variety and elaborate on its positive and negative consequences on the society in which our students function. A proposal from the American Sociological Association's Task Force on the Undergraduate Major places heavy emphasis on this point. According to the paper, all sociology courses should "emphasize the centrality of race, class, and gender in society and sociological analysis," It is recommended that students be exposed to "multicultural, cross-national, and cross-cultural content." The study of diversity is central to the sociological discipline. However, challenges associated with teaching about diversity affect both the teacher and the students (Furstenberg, 2019). An educator may have a classroom full of students who are very similar to one another or a classroom full of very dissimilar students, depending on the type of school they work in. Because of the extensive range of possible compositions, the teacher may need to be familiar with various teaching and learning strategies. Each kid has their background and understanding of the world to share with the group. To critically reply to students' arguments, teachers must first grasp their students' points of view. Following this quick introduction to critical pedagogy, we will summarise our investigation of a group of diversity textbooks, concentrating on fundamental ideas such as white identity and privilege, colorblindness, and the nature of the terminology utilized. Following this are some recommendations for enhancing pupils' exposure to cultural diversity in the classroom.
Any book selected will be taught as part of a course on cultural diversity (routinely eighteen per semester, with class sizes from 20-30). A primary need for the text's subject matter was to address or at least broach the issues of racial and class disparity, gender and sexuality, and gender roles. The division also agreed that numerous up-to-date examples from the real world were necessary for the text (Punti & Dingel, 2021). Other considerations included the book's price, its expected publication date, and the availability of accompanying materials for students. To determine our selection, we compared how well each piece of literature explained fundamental ideas and definitions for understanding cultural diversity education (Bloch et al., 2020). The primary ideas and terms discussed were white identity and privilege, colorblindness, biological definitions, and stereotyping. In the case of those who are colorblind, they are unable to distinguish between different shades of skin. In the first step, we contacted potential relevant book publishers and placed orders for their books. When they arrived, one of the three persons working in the department examined it to see whether it was passable somehow. We eliminated everything that didn't cover the bare minimum of what was needed and narrowed our focus to the ten books below:
Any conversation about racial diversity must include white privilege and white identity. We emphasize that students must first grapple with these underlying notions to value racial and other diversity and its influence in the US. Students struggle with questions like "When did white become important?" "What does middle class mean?" and "Is there gay culture?" Midgette & Mulvey (2022) mentions white identity once in their books. "a racial advantage that is essentially invisible to whites since, unlike minority group members, they don't have to cope with its bounds," they said. Racist culture compares other races and ethnicities to whiteness. Hurd et al., (2022) reference white identity without addressing it. He briefly mentioned how Senator Dillingham used the same arguments against recent immigrants as today at the congressional committee hearings on immigration between 1907 and 1911. Other novels provided vital examples of white privilege, albeit only for a paragraph or two (Midgette & Mulvey, 2022). White identity was briefly explored (Hurd et al., 2022).
Privilege encompasses gender, socioeconomic status, sexual orientation, age, physical ability, and interconnections. None of the publications we examined explained privilege or the role privilege and intersectionality play in the wide variety of societal injustices. Social position and race were frequently discussed. Even in these contexts, students often ask, "How can I be privileged if my family is poor?" A surprising number of college students don't realize their privilege, saying things like, "I don't hate anyone" or "My family doesn't own a nice home." This is especially surprising, considering that most Americans don't have college degrees.
Helping youngsters understand that life is easier when one or more parts of one's identity (such as skin color, sex, physical condition, or a combination thereof) are not in doubt is another way to address privilege. Privilege education is showing kids their privileges in life. "Do you ever worry that a member of staff will follow you because of your race when you go to the mall?" or "Do you ever become nervous about the possibility of being pulled over by a police officer because of your race?" can help white students understand white privilege. Foster & Jones, (2020) suggest that all black families should have a conversation with their sons and daughters, often surprising white students. They don't realize that people of color naturally distrust the police, regardless of race, wealth, or lawfulness. No matter how closely they follow the rules, the same method for sex, gender, physical condition, and sexual orientation privileges.
For students who use wheelchairs, the issue "Is there a ramp into the building, or is there an elevator?" may arise. Ladies may be questioned whether they feel safe going to a party or walking around at night alone. The question "Which restroom may I use?" may be on your mind. Students who give such viewpoints some thought often realize that they, like many of their peers, have glossed over many of life's difficulties (Balkan, 2021). They understand that they contribute to institutionalized prejudice by doing nothing, even if they do not personally mistreat others.
One of the earliest assertions of critical pedagogy can be found in Freire's book "Pedagogy of the Oppressed" (1970). Several authors have since built upon his philosophical ideas. For instance, Vamos et al., (2020) contended that, as of the 1980s, there was a shift that was part of the conservative agenda and that this shift involved a shift away from problems of equity and justice toward a concentration on conservative principles. This change entailed a shift in emphasis from concerns about fairness and justice to conservative principles. He continued by saying that few people seemed worried about whether or not students in public schools were learning about the political and social factors that will determine their destiny. This was his second point in his defense.
In keeping with this tradition, but speaking to a group of sociologists, Boot et al. (2020) argued that instructing is not an act devoid of all bias and that teachers' actions can either contribute to or hinder the formation of the identities of their students. This idea is supported by Miles (2020), who states clearly that "There is no neutral education. Education can either be used to domesticate people or to set them free."
Teachers who adopt a critical pedagogy perspective in the classroom help their students develop an appreciation for their and others' expertise. Students are believed to retain more information when actively involved in learning (Bloch et al., 2020).
Furthermore, they agree that a critical component of an efficient educational system recognizes the value of students' interpretive journeys. While we do not think a purely critical pedagogical approach can be implemented in schools at this time, we do think that some elements of critical pedagogy can and should be used.
The textbook and other reading materials that a teacher assigns to their students is an essential components of critical pedagogy that applies to any subject area and field of study but is especially significant in an atmosphere emphasizing variety. The value of a course and the quality of education one receives from taking it are primarily determined by how the instructor arrives at that conclusion and by the criteria utilized. Therefore, the Sociology Department was tasked with revising an introductory-level course on cultural diversity to meet the standards of a revised general education program. We struggled to find a textbook that not only met the course's content needs but also encouraged students to think critically and analytically by presenting other perspectives.
Furthermore, the concept of "colorblindness" is not limited to the context of racial identification. Balkan, (2021) suggests four fundamental frameworks for understanding colorblind racism. First, there's abstract liberalism; second, there's naturalization; third, there's cultural racism; and fourth, there's the reduction of racism. Jefferson's idea of pure meritocracy is central to abstract liberalism. However, this meritocratic view overlooks the fact that white men have historically held most positions of authority. The term "naturalization" refers to the mindset that all events, positive or negative, are inevitable and should be accepted as the way things are (McClendon et al., 2021). An example of cultural racism is the belief that racial inequities may be explained by culture, notwithstanding the possibility that biology no longer provides a sufficient explanation for such discrepancies.
Consequently, it cannot be said that a person's or a group's failure is directly attributable to their race (or sex or sexuality, or physical condition). Instead, it is the cultural norms that these people have adopted that are to blame. Finally, people who say the present is better than the past are downplaying the seriousness of racism in their hearts and minds (which is the case and makes this approach even more challenging to confront).
When challenged about colorblindness, many majorities and male students would claim their achievements, anecdotal evidence, and "model minority" as "proof" that prejudice and inequality no longer exist in today's society. The majority of students, including men, tend to brag about their achievements when asked about being colorblind. However, this sort of colorblindness helps to sustain beliefs that minimize the significance of setbacks, discard cultural traditions, and discount individual perspectives. No matter the argument in favor of the contrary, this remains true. Despite overwhelming evidence to the contrary, self-proclaimed "colorblind racists" continue to claim they are unable to recognize race and have no first-hand knowledge of racial discrimination (True-Funk et al., 2021). The same logic can be used for other forms of discrimination besides sex if necessary. The vast majority of these books merely skim the surface of the topic of colorblindness. While some of the literature touched on colorblind racism, this phenomenon's implications were generally only briefly touched upon.
This led us to ask an intriguing issue during our textual analysis: how can a text presume that students will recognize the existence of a problem if the text does not offer any information that addresses the problem? For instance, it's painfully evident that secondary school history textbooks fail miserably in highlighting the achievements of women and other marginalized groups (much fewer minority women). Also, in the United States, a major or minor in history is not required to work as a history teacher. If the textbooks used in high schools are erroneous and the history professors have not had training in history, it is natural to be concerned about what the kids have been taught incorrectly or perhaps not. Deevers (2022) argues that this represents a move toward rewriting the past. We believe that any textbook addressing racial, socioeconomic, or gender inequalities in the United States should include relevant, up-to-date information and examples of systematic efforts to disregard or rewrite this history. By taking this route, students can verify through reading that social disparity is a severe issue in contemporary American society.
Most of the books studied maintain a biological stance when defining race. All of them are very critical of biological and genetic conceptions of race. However, none of them presents such notions as wrong or out of date. "a classification in which persons sharing evident biological similarities identify themselves or are considered by others as a single group," as George et al., (2019) put it, is one definition of race. He defines racism as "biological traits coupled with purported abilities and behaviors to indicate the dominance of one race." While this definition does explain part of the story, it is overly basic and can easily mislead students into focusing on biology. We argue that any definition of race needs to consider a sociohistorical analysis of made-up scientific categories and notions related to cultural and social production.
Some works highlight cultural stereotypes as damaging, mainly when applied to minority groups (George et al., 2019). White identity views these features as signs of a successful, well-developed person. However, each work needs a deeper analysis of typical behavior. Rymarenko & Dunajeva (2022) warns that encouraging whites to address racial imbalances in the criminal justice system may increase support for the policies that cause them. One method shows mass incarceration rates by changing white and black populations. Then, students should be divided into smaller groups and given accurate data to analyze to confirm that the figures were altered. Because of this, most students' responses differ significantly from Rymarenko & Dunajeva, (2022)
Universities should train professors in material and critical pedagogy if they offer cultural diversity courses. Doing this would help these establishments. Most better sociology graduate programs demand prior teaching experience and proseminar participation. Education-related topics may or may not be covered in professional development workshops. Some graduate schools of education offer academic and practical instruction for future teachers. The majority of graduate programs don't need or offer pedagogical training. Although Fournier, (2022) observed that most teacher trainings were done informally and individually, formal teacher training programs are supported.
According to Lu et al., (2022), few studies have examined the efficacy of different teaching methods in different circumstances. A cursory assessment of PhD-granting programs across fields shows that few require graduate students to take courses directly related to teaching. This applies to all academic fields. In the classroom, having communication and management skills to handle angry, upset, or difficult pupils is invaluable. Diversity teachers also face more conflict. If a course on racism, class, gender, and sexuality is part of the general education curriculum and students feel they have no say, instructors must be prepared for confrontation and resistance. If a diversity-focused course is to be successful, Fournier, (2022) believes the teaching team must be heavily invested. However, the general education curriculum can significantly improve our society's social dynamics if well funded.
Humanity's cultural concepts and practices are now and have always been incredibly varied. As a result of demographic and political upheavals that have increased awareness of cultural differences, there is now more cross-cultural communication than ever before, which has contributed to the prevalent assumption that the size of our world has diminished. We may now rapidly and easily interact across oceans and continents using e-mail, phone calls, tweets, and status updates. Also, racial and gender integration in our communities, institutions, and workplaces has enhanced our exposure to and understanding of the rich diversity at home.
They would increase the likelihood that students will acquire a nuanced comprehension of the cultural shifts that have occurred and those that must be addressed. This would be true for both existing changes and forthcoming ones.
Many universities need diverse classes. Courses must reject rigid classifications, celebrate diversity (including intersectionalities among statuses), and debunk colorblindness and cultural inferiority. These seminars may help prevent a regressive social trend from reversing racial, economic, and gender advances in recent decades. Thus, more graduate programs must include critical pedagogical training. New instructors must do this to turn complex student responses into learning opportunities.
Boot, E., Ekker, M. S., Putaala, J., Kittner, S., De Leeuw, F. E., & Tuladhar, A. M. (2020). Ischaemic stroke in young adults: a global perspective. Journal of Neurology, Neurosurgery & Psychiatry, 91 (4), 411-417.
Bloch, K. R., Taylor, T., & Martinez, K. (2020). Playing the race card: White injury, White victimhood and the paradox of colorblind ideology in anti-immigrant discourse. Ethnic and Racial Studies, 43 (7), 1130-1148.
Balkan, O. (2021). The Politics Of Diversity In Higher Education.
Deevers, M. (2022). Invisible Strings: The Impacts of Race on Attitudes Toward Abortion Among the Highly Religious.
Foster, Z., & Jones, S. R. (2020). Narrating whiteness: A qualitative exploration of how white college students construct and give meaning to their racial location. Journal of College Student Development, 61 (2), 171-188.
Furstenberg, F. F. (2019). Family change in global perspective: How and why family systems change. Family Relations, 68 (3), 326-341.
Fournier, R. W. (2022). Environmental Attitudes of Community College Students Concerning Age, Gender, and Race (Doctoral dissertation, St. John's University New York).
George, R. E., Smith, K., O'Reilly, M., & Dogra, N. (2019). Perspectives of patients with mental illness on how to better teach and evaluate diversity education in the National Health Service. Journal of Continuing Education in the Health Professions, 39 (2), 92-102.
Hurd, N. M., Trawalter, S., Jakubow, A., Johnson, H. E., & Billingsley, J. T. (2022). Online racial discrimination and the role of white bystanders. American Psychologist, 77 (1), 39.
Lu, C. Y., Parkhouse, H., & Thomas, K. (2022). Measuring the multidimensionality of educators' approaches to diversity: Development of the in-service teacher multicultural education model. Teaching and Teacher Education, 116, 103752.
Midgette, A. J., & Mulvey, K. L. (2022). White American students' recognition of racial microaggressions in higher education. Journal of Diversity in Higher Education.
Miles, C. J. (2020). How a Democracy Killed Tamir Rice: White Racial Frame, Racial Ideology, and Racial Structural Ignorance in the United States. In Gender, Sexuality, and Race in the Digital Age (pp. 99-111). Springer, Cham.
McClendon, J., Kressin, N., Perkins, D., Copeland, L. A., Finley, E. P., & Vogt, D. (2021). The impact of discriminatory stress on changes in posttraumatic stress severity at the intersection of race/ethnicity and gender. Journal of Trauma & Dissociation, 22 (2), 170-187.
Punti, G., & Dingel, M. (2021). Rethinking race, ethnicity, and the assessment of intercultural competence in higher education. Education Sciences, 11 (3), 110.
Rymarenko, M., & Dunajeva, J. (2022). Faculty approaches to diversity in Eastern European education: implications for teaching sensitive topics. Society Register, 6 (1), 129-148.
True-Funk, A., Poleacovschi, C., Jones-Johnson, G., Feinstein, S., Smith, K., & Luster-Teasley, S. (2021). Intersectional engineers: Diversity of gender and race microaggressions and their effects in engineering education. Journal of Management in Engineering, 37 (3), 04021002.
Vamos, S., Okan, O., Sentell, T., & Rootman, I. (2020). Making a case for "Education for health literacy": An international perspective. International journal of environmental research and public health, 17 (4), 1436.
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