Topic 1

In a course about multicultural education, it is critical to set the tone and guidelines for discussions that will help each one of us feel a sense of safety in disclosing varied levels of personal information, beliefs, feelings, values, etc. It is important for us to understand our own thoughts and feelings related to diversity, as well as increase our awareness of the need to be open to varied viewpoints and needs of others in order to create a learning community that is safe for sharing. As you consider the following guidelines for our own university course, also keep in mind how you might enter into these activities in their own classrooms or workplace, to establish a safe learning environment and sense of community among students and colleagues.

1.      Establishing Safety

What helps you feel safe in discussing sensitive topics related to identity, culture, race, gender, religion, socioeconomic status, disability, etc.?   What are some of the specific behaviors, communication styles, and verbal and nonverbal cues that will help class members feel safe in discussions throughout the course.  Since this is a web-based learning environment, what are some guidelines specific to an online course that we need to consider? Consider these questions, since your thoughts will be integrated into your Topic 1 Assignment, described in the Assignment section of Topic 1. 2.      A Research Based Perspective of Multicultural Education with a Global Perspective Why do you think this course may or may not be an important part of your university study program?  It might be on your degree plan as a requirement; however, that does not really describe why it is an important part of your studies.   Do you think that the research supports that a course in multicultural education and cultural sensitivity is helpful to students as they move from the academic environment into the workplace, whether that workplace is in education or business or elsewhere?  That is actually a very complex question, and the research that has been done in this area leads to some very interesting findings. Keep in mind that we need to extend our discovery far beyond just the concept of cultural diversity here in the United States, and consider the concept of diversity in the context of global learning and implications.  Remember that it is not only TAMU-C that strives to prepare students for an interconnected world; as teachers, it will be important for you to prepare your students for an interconnected world! It is rather consistently found that teacher efficacy (a teacher's belief about his/her own abilities to promote learning for all students, even those presenting the greatest challenges) relates to student achievement. Teachers who believe in their abilities to really make a difference in the lives of their students...well....they go on to actually make a difference in the lives of their students!   High teacher efficacy correlates to higher student achievement.   That's a big deal, and an important finding in educational research.   Conversely, teachers with low teacher efficacy tend to be less effective in helping their students achieve at a high level.  They tend to "give up" more easily, believing that a student's lack of learning is strictly a function of the student's lack of motivation, ability, or willingness to learn.  They don't persist in trying to help students who may be struggling, and those students may then fall to the side, never catching up in that teacher's class.   One of the elements of teacher efficacy is the teacher's beliefs about his/her ability to teach diverse groups of students, or students reflecting cultural diversity.  If a teacher believes that he/she can not effectively inspire success in students of different cultural and ethnic backgrounds, then this can be a significant obstacle to both student and teacher success.  Misconceptions and stereotypes about different groups of people have persisted over time with many people, despite research and evidence that shows those perceptions to be inaccurate.  Understanding cultural practices and identities can help every teacher to feel more aware and more efficacious when it comes to working with diverse groups of students.  Keep in mind that diversity relates to many different aspects of people.......ethnicity, race, gender, age, physical abilities, hair color, weight, sexual orientation, religion, geographical location, dining preferences, socioeconomic status, educational attainment, college affiliation, family status, marriage status, musical preferences, the type of car that a person drives.  Developing an awareness of cultural differences helps us to hopefully developing a knowledge about cultural norms, and most importantly, a sensitivity to cultural diversity.  By doing so, we can then create environments in our classrooms, businesses, and professional practices in which all individuals can feel respected, safe, and inspired to perform at their very highest level.   When that happens, we all benefit.