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Diversity in higher education, Multiculturalism--Study and teaching (Higher)


This study examines how a practice-based unit informs undergraduates’ understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens’ nuanced understanding of teaching and learning is increasingly important for their engagement with U.S. schools. Practice-based opportunities can allow students to “see” the complexity of teaching and to challenge assumptions about teaching and learning, which are central to preparing an informed citizenry. Findings further suggest that a single course is not sufficient to expand undergraduate students’ understanding of the role of diversity in social life. More concentrated and ongoing efforts may be needed to make racial, ethnic, economic, and cultural differences salient to students, especially those who have attended largely homogeneous school contexts such as the students in this study.


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Copyright The Author(s) 2017



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