Overview
At the heart of culturally inclusive teaching and learning is the concept of cultural diversity – the existence of a wide diversity of cultural groups within society. Ethnic and cultural diversity varies significantly by country, region, community and institution. Some communities and countries include significant diversity, while others are more homogenous. And, it is important to note, diversity also exists within groups that may share a cultural identity, as any group is comprised of individuals with unique identities.
In this unit, as we consider how to design culturally-inclusive learning experiences so students can fully engage in authentic learning, we will explore three important concepts: diversity, racism, and inclusion. As we studied earlier in the course, implicit bias informs and impacts our experiences with others. In this unit, we will build on that understanding to discuss the ways in which diversity can enhance learning experiences, how racism (systemic, institutional, or individual) can inhibit full engagement in learning, and how to design learning experiences that are inclusive of all learners.
Topics
In this unit, we will explore the following topics:
- The value of diversity in learning
- How racism inhibits full engagement in learning
- Designing inclusive learning experience
Unit Learning Outcomes
When you have completed this unit you should be able to:
- Define diversity, racism, and inclusion.
- Describe personal experiences of racism and inclusion.
- Evaluate how diversity, racism, and inclusion influence teaching and learning.
Activity Checklist
Here is a checklist of learning activities you will benefit from in completing this unit. You may find it useful for planning your work.
Assessment
Unit 6 Discussion: Post your responses to (Part A) Analysis of the Results of Systemic Racism, and (Part B) Microagressions. Be sure to respond to two of your peers’ posts.
6.1 Diversity
The cultural diversity of the students we teach results in a rich range of experiences, values, identities, and faith systems. This diversity has the potential to enhance and deepen our learning experiences together, allowing us to learn from each other as we, together, discover and create new knowledge and deepen our understanding of the disciplines. “Culture plays a part in shaping the ways in which students learn and communicate, how they relate to other students and instructors, their motivation levels, and their sense of what is worth learning” (Guo & Zenobia, 2007, p. 29).
As we have discussed in previous units, culture is not something that is external to us – it is embedded in how we experience life – and thus will influence the learning experiences of students. “Culture can be defined as a dynamic system of values, beliefs, and behaviours that influence how people experience and respond to the world around them” (Guo & Zenobia, 2007, p. 29).
Cultural diversity includes the “distinctions in the lived experiences, and the related perception of and reactions to those experiences that serve to differentiate collective populations from one another” (Marshall, 2002, p. 7).
Because of the rich diversity in these cultural experiences, our students bring those experiences with them to the learning environment – and we do, as well. Our understanding of the world, our values, our traditions, our language, our communication styles, our beliefs about gender, our ways of knowing, and our understanding of family are all influence by our cultural experiences, and will influence our experience of learning.
The most obvious diversity, perhaps, is that of our ethnicity or race. Our appearance may give some clues to our cultural background (although appearance rarely tells the whole story). However, cultures are neither static nor homogenous (Guo & Zenobia, 2007). “Although aspects of culture such as race and ethnicity are more visible, differences within groups such as class and gender intersect and affect other aspects of individual identity and group membership” (Guo & Zenobia, 2007, p. 29).
Educators have long argued that diversity enhances and deepens learning experiences. In a recent publication from the American Council on Education, the following list outlines the benefits of diversity in education:
- “Diversity enriches the educational experience.
- It promotes personal growth and a healthy society.
- It strengthens communities and the workplace.
- It enhances… economic competitiveness.” (ACE, 2012, p. 1).
6.1.1 Activity: Reading
6.2 Racism
The English Oxford Living Dictionary defines racism as, “Prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one’s own race is superior” (English Oxford Living Dictionary, n.d.). This, and other, definitions include two key components – one related to beliefs and one related to behavior. Racism, then, includes both attitude and actions. It is a belief that one race or culture is superior, as well as subsequent behavior that is prejudicial and discriminatory.
Fundamental to this concept is one of the underlying concerns of Choudhury’s (2015) work: an “us versus them” perspective in which race and culture define who we are – and who we aren’t – dividing us into distinct groups with disparate access to power, resources and opportunity.
We often think of racism as one individual’s actions toward another. However, racism can be viewed through several lenses, including systemic, organizational, and individual. In this unit, we will explore two key areas of racism: 1. systemic racism that leads to inequality between groups of people, and 2. microgressions – seemingly minor actions that influence the psychological well-being of marginalized groups.
Systemic Racism
Sociologists and political scientists, in particular, have explored aspects of systemic racism – ways in which racial privilege is imbedded in social and political systems, resulting in systemic inequality.
“From this perspective,” Choudhury (2015) writes, “discrimination and racism are systemic; therefore, understanding the dynamics of power and privilege between white and racialized/Aboriginal peoples is essential to creating inclusion” (p. x). Central to understanding systemic racism is a critical approach to analyzing systems, and “critically examines the dynamics between dominant and non-dominant groups and identifies the redistribution of power as key to making change” (p. x).
Racism is inextricably linked to privilege, power, and economic resources. The results of systemic racism can be seen in the unequal distribution of wealth and earning power among different ethnic groups.
An analysis of wages earned in 2010 by university educated Caucasian and visible minorities in Canada showed that visible minorities earned an average of 12.6% less than Caucasians (Conference Board of Canada, n.d.). The earnings gap was even more significant for Latin American Canadians, who made 68.3 cents for every dollar earned by Caucasians (Conference Board of Canada, n.d.).
Within the U.S., for example, the biggest predictor of whether someone will go to postsecondary education (college or university) is their socioeconomic status (parent’s income and education level).
As a system, education is not immune to racism. Participation in higher education varies across various racial groups and, even in educational systems where access is not solely predicated on wealth, economic status heavily influences participation and success rates.
Some researchers have made the case that both systemic and individual racism can only be addressed when we consider the role that power and privilege play in life outcomes. “Proponents of anti-racist education, a movement that emerged in the late 1990s, argued that educators need to go beyond promoting harmony and cross-cultural understanding, to identifying the root causes of racism at the individual and system level. This involves an exploration of the power relationships that exist in society and providing students with opportunities to take individual responsibility for eliminating all forms of racism, including stereotypes, prejudice, and discrimination” (Laffier, Petrarca, Hughes, 2017, p. 150).
Micoaggression
In recent years, the term “microagressions” has emerged to describe small acts of racism that might often be overlooked but can, in fact, create an exclusionary experience for individuals. In contrast to more overt racist or discriminatory actions, microaggressions are, as the definition implies, small. However, although some might consider them minor, microaggressions serve to send strong messages about someone’s difference – or whether they are included in the group or “tribe.”
“Microaggressions are the everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership” (Sue, 2010a, para. 2).
Like implicit bias, many of us are unaware that some of our actions would be considered to be micoagressions. In fact, in his description of microagressions, Sue (2010b), argues that many who hold strong values of equality and despise racism, may in fact engage in micoagressions, often unknowingly and unintentionally.
“Racial microaggressions are the brief and everyday slights, insults, indignities and denigrating messages sent to people of color by well-intentioned White people who are unaware of the hidden messages being communicated” (Sue, 2010b, para. 12).
Although researchers have studied the concept of micoagression extensively, if you explore articles or blogs related to microagression online, you will soon discover that there are many people of the dominant culture who believe discussion of micoagression is simply people being “overly sensitive.” In fact, some argue that marginalized groups should simply “get over it” and argue that racism is no longer prevalent. Choudhury (2015) provides numerous examples that show that often members of the dominant culture have a vastly different perspective on the existence of racism – and specifically what it is like to experiences microagression.
Sue (2015) provides examples of common microagressions students might experience on university campuses, such as being asked by other students or faculty, “Where were you born?” or telling them “You speak excellent English” (13:00).
The larger message – or metacommunication – is that “You don’t belong here.” “The metacommunication – and this is the characteristic of microagressions – there is often times a communication that is quite conscious and overt but is undermined by a metacommunication that contradicts it. The metacommunication in both of these examples is that you are a perpetual alien in your own county… You are a foreigner” (Sue, 2015, 13:22).
Additionally, the campus environment may encompass forms of microagression – for example, neglecting to mention the contributions of people of culture to history, research, and culture. Further examples can be found online, where many have posted lists of microagressions often experienced by specific groups.
Those who are members of a dominant culture often argue that what psychologists term “microagressions” are simply people being too sensitive – or playing the role of “victim.” As Sue (2015) says, members of a dominant culture might respond with: “Big deal. These are small, insignificant things. Why make such a big thing of it? They’re harmless, trivial in nature” (Sue, 2015, 9:42). However, as with the impact of stereotype threat (Steele, 2010), “Far from being harmless, insignificant, and trivial, microagressions have major impact on the psychological well-being and the inequities that occur in terms of education, employment, and healthcare” (Sue, 2015, 9:54).
One of the first important steps to decreasing microagressions (as with reducing implicit bias) is self awareness. “You can not correct something if the person doing it doesn’t believe that it has occurred” (Sue, 2015, 9:18).
The results of experiencing ongoing and consistent microagression can have psychological effects, Sue (2015) argues. In his own experience, Sue (2015) suggests that these experiences can result in people having a decreased sense of belonging, despite the intentions of those engaged in these actions. In fact, the spoken message might come out of a place of curiosity and respect. However, the underlying message is one that underscores difference from a dominant culture.
Sue (2010b) found that “microinsults and microinvalidation are potentially more harmful because of their invisibility, which puts people of color in a psychological bind: While people of color may feel insulted, they are often uncertain why, and perpetrators are unaware that anything has happened and are not aware they have been offensive” (para. 19).
Microagressions, while perceived to be minor, do, as Sue’s (2015) research shows, have a large impact on student learning and persistence.
6.2.1 Activity: Identifying Microagressions
6.3 Inclusion
As we have wrestled with the subconscious experience of implicit bias and the metacommunication of racial microagression, we now move toward discussion of inclusion – a critical component of learning communities.
The focus of inclusion in educational settings is to ensure that all students know that they belong in our classrooms (whether online or face-to-face) and that their voices, thoughts, ideas, and stories are valued. Brene Brown defines “belonging” this way:
Belonging is the innate human desire to be part of something larger than us. Because this yearning is so primal, we often try to acquire it by fitting in and by seeking approval, which are not only hollow substitutes for belonging, but often barriers to it. Because true belonging only happens when we present our authentic, imperfect selves to the world, our sense of belonging can never be greater than our level of self-acceptance” (Brown, 2017, p. 32).
In her research, Brown (2017) has found that belonging is a central human value. We need to feel like we are part of something – that we belong.
For educators, creating inclusive learning environments requires that we consider varying aspects of the learning experiences and environments we create. Teachers must consider curriculum design (such as what cultural perspectives are included), learning environments (what cultures are represented in the physical or online learning environment), and who the experts are (are course resources such as texts, videos, etc. culturally inclusive?).
Inclusive learning environments go beyond acknowledging cultural diversity to actively engaging and valuing cultural diversity. An intentionality is required to ensure resources, examples, learning experiences, and communication honors and values a wide diversity of cultures. “The degree to which students feel comfortable in the learning environment will depend on the congruence between their cultural background and the dominant culture of the educational institution” (Guo & Zenobia, 2007, p. 29).
To create inclusive learning experiences, we must develop the reflective practice of analyzing and evaluating learning experiences to ensure they are culturally inclusive, acknowledging the challenges of stereotype threat, developing our self-awareness related to our own implicit biases, and engaging in culturally competent communication. “To nurture inclusion, diversity, and equity, we have to become aware of unconscious behavioural patterns. We have to become more aware of circumstances where such default tendencies do not serve our relationship with others, especially those we perceive to be different than ourselves” (Choudhury, 2015, pp. 168-9).
An inclusive learning environment and experience includes and values the literature, history, and perspectives of a diverse range of culture, intentionally ensuring that engagement with intellectual ideas and content explored in the class is not limited to Eurocentric perspectives. This includes, according to Samuel & Burney (2003), inclusion of resources that reflect a diversity in “race, class, gender and the third world” (p. 83). We have the opportunity – and the responsibility – to be intentional in how we engage in the teaching and learning process, and to honor the diversity of knowledge and experiences in the world. “To build an inclusive education, we have the ethical and educational responsibility to embrace such difference and diversity and to integrate it into all aspects of university life, including teaching and learning” (Gua & Jamal, 2007, p. 27).
As you consider entering into your role as facilitator or teacher, you have immense influence over the learning experiences and environments you create. As Samuel and Burney (2003) argue, “faculty are in a preferential and privileged position to influence the classroom atmosphere and to create environments where students learn effectively and successfully” (p. 84).
Researchers have found that, as we come to acknowledge the pervasiveness of implicit bias, systemic racism, and the perpetuation of inequality, we often experience both cognitive dissonance and emotional responses – which makes these subjects difficult to discuss in learning environments. “Research in psychology indicate that when microaggressive perpetrators become increasingly aware of their biases, they often experience debilitating emotional turmoil (guilt, fear, defensiveness), cognitive distortion and constriction – false sense of reality, and behavioral avoidance or inauthentic actions that impair relationships with marginalized individuals and/or groups” (Sue, 2011, p. 5).
So how do we move beyond this sense of disillusionment and the accompanying emotions?
Building on a new awareness, we have the opportunity to create learning experiences that are inclusive and value all students. Researchers continue to find that those in teaching and mentoring roles have enormous opportunities to influence student learning, persistence and success. In their study of South Asian students in Canadian universities, Samuel and Burney (2003) found that faculty play a key role in shaping “students’ sense of identity and self-esteem, and also their academic success” (p. 107).
Forging positive and supportive teaching relationships with students can have a powerful impact on their learning. “Positive relations with faculty have constructive, encouraging and affirming experiences for minority students, while negative reactions from faculty can cause much angst, torment and distress, leaving them vulnerable, exposed, defenseless, and helpless in an alienated university milieu” (Samuel & Burney, 2003, p. 89).
Researchers consistently argue that there is immense opportunity for humanity to move to a more inclusive world view. As Choudhury (2015) writes, “Anti-racism is a political theory founded on the following premise. Racism can be eliminated, but to do so, power and its abuses must be addressed on both individual and institutional levels” (p. xi).
6.3.1 Activity: Reflective Journal
6.3.2 Activity: Key Terms Review (ungraded)
Unit Summary
In this unit, we have explored concepts related to diversity, racism, and inclusion, building on our prior discussions of implicit bias and privilege. As we move forward in this course, our focus will be on practical applications of this knowledge, with a focus on developing a culturally-inclusive pedagogy.
Assessment
Unit 6 Discussion
Part A: Analysis of the Results of Systemic Racism
To better understand systemic racism, in this learning activity you will research data about a specific area of inequality. Begin by identifying a specific group as well as their location (i.e. Canadian-born Chinese, Black South Africans, European-born Pacific Islanders, etc.). It may be helpful here to consider the context in which you are teaching and choose a racial group from that location.
Begin by locating demographic information online related to one of the following categories: earnings, participation in in postsecondary education, healthcare access, (or another category). In a discussion post, describe the group and category you are studying. Select one article from a peer-reviewed journal that analyzes these inequities and their possible causes. Prepare a discussion post with your analysis of this inequity.
Part B: Microagrressions
Read: Samuel & Burney (2003). Racism, eh? Interactions of South Asian students with mainstream faculty in a predominantly white Canadian university. Building on what you have previously learned about stereotype threat and microagressions, select one section of the “Analysis of Findings” (p. 88-107). Review the excerpts from the student interviews and the authors’ analysis. Prepare a discussion post that includes:
- An overview of the key finding (summarized in your own word)
- An evaluation of how these students’ experienced racism, implicit bias, stereotype threat, microagression, and/or inclusion
- Consider what recommendation you might make to the faculty member to create a more inclusive learning environment for this student