According to a survey conducted in the early 1990s, over one-half of the 196 colleges and universities surveyed were already introducing multiculturalism into departmental course offerings. This thoroughly documented book was written to help instructors integrate multicultural content, processes, and strategies into their courses in order to meet the needs of a changing student population, and to better prepare students for effective functioning in a diverse society. The authors point out that the information in the book is relevant for homogeneous as well as highly diverse campuses because a transformed course provides a more comprehensive view of the discipline and better prepares all students for world citizenship.
The two-dimensional model presented here identifies three levels of change (exclusive, inclusive, transformed) and four course components in which change can be applied: content, instructional strategies, assessment of student knowledge, and classroom dynamics.
- Integrated model provides a framework for thinking about how to change a specific course.
- Model can be applied to all disciplines; many discipline-specific examples are included.
- Discusses ways in which the 'hidden curriculum'—particularly unspoken faculty expectations and assumptions—can inhibit learning and/or penalize students who are underprepared but not incapable.
- Suggests ways to facilitate organizational changes needed to support and maintain multicultural curriculum transformation.
- Provides guidelines for evaluating the impact of changes implemented.
- Suggests strategies for overcoming resistance to change.
Table of Contents
An Overview of the Book. Authors and Affiliations. 1. A Rationale and Framework for Course Change, Margie K. Kitano.
The Rationale for Multicultural Course Change.
A Framework for Curricular Change. 2. What a Course Will Look Like After Multicultural Change, Margie K. Kitanof.
A Model for Course and Syllabus Change.
Implementing the Paradigm.
Changing the Course Syllabus. 3. Doing Multiculturalism: Conceptualizing Curricular Change, Deborah S. Rosenfelt.
The Definition and Construction of Race, Gender, and Sexuality: Social Categories and Cultural Identities.
The Challenge to Objectivity: Standpoint Theories and Situated
The Politics of Reading and Representation.
Equality and Difference.
Conclusion: Some Parting Anecdotes. 4. Instructional Strategies, Elenor W. Lynch.
Diversity on Campus.
Teaching, Learning, and Diversity.
Creating the Climate for Diversity in the Classroom.
Strategies for Teaching a Diverse Student Body.
Conclusion. 5. Assessment of Student Learning, Rena B. Lewis.
Factors to Consider in Assessment.
The First Step Toward Infusion: Analyzing Current Assessment Practices.
Modifying Traditional Assessment Practices.
Alternative assessment Practices. 6. Classroom Dynamics: Disclosing the Hidden Curriculum, Terry Jones and Gale Auletta Young.
Defining the Hidden Curriculum.
Strategies for Disclosing the Hidden Curriculum.
Conclusion. 7. Creating an Enabling Learning Environment for Non-Native Speakers of English, Kate Kinsella.
Recognizing the Great Diversity Among Non-Native Speakers of English.
Schema Theoretical Research and the Role of Background Knowledge in Second-Language Comprehension and Retention.
General Instructional Strategies That Promote Language and Concept Development for Non-Native Speakers of English.
Concluding Remarks. 8. Making Mathematics Instruction Inclusive, Efraim P. Arnendariz and Louise Hasty.
Rationale, Context, and Purpose.
Recommendations for Successful Programs. 9. Multicultural Science: Focus on the Biological and Environmental Sciences, Judith W. Rosenthal.
Multiculturalism: The Goal of Science Education Reform.
Defining Multicultural Science.
Why Resistance to Multicultural Science?
The Need for Multicultural Science.
The Many Cultures of the Science Classroom.
A Multicultural Science Curriculum.
Some Examples of Curriculum Transformation.
Initiating Curriculum Transformation.
What Is Really Known About How Students Learn Science?
The Growing Number of Non-Native English-Speaking Students.
Evaluating Student Achievement.
Conclusions. 10. The Humanities, Jackie R. Donath.
Instructional Strategies and Classroom Dynamics.
Assessment and Evaluation. 11. Integrating Race and Gender into Introductory Economics, Robin L. Bartlett and Susan F. Feiner.
Why Should We Care About Balancing the Economics Curriculum?
Problems with the Traditional Introductory Curriculum.
Suggestions for Balancing the Introductory Economics Curriculum.
Appendix A. 12. Multicultural Infusion in Teacher Education: Foundations and Applications, Geneva Gay.
Sociocultural Developments and Their Implications for Infusion.
Multicultural Education for Infusion and Specialization.
Multicultural Teacher Competencies.
The Content, Structure, and Process of Infusion.
Concluding Comments. 13. Integrating Transcultural Knowledge into Nursing Curricula: An American Indian Example, Karine Crow.
A Framework for Transcultural Program Assessment.
Guidelines for Implementing Change.
Concluding Comments. 14. The Community College Curriculum, Desna L. Wallin.
The Contemporary Community College Student.
Approaches to Multicultural Infusion.
A Model for Multicultural Infusion.
Multiculturalism in the Classroom.
Conclusion. 15. Evaluating the Results of Multicultural Education: Taking the Long Way Home, Jeffrey S. Beaudry and James Earl Davis.
Reviewing the Research on Multicultural Education.
Applications of Evaluation Principles to Multicultural Infusion in Courses and Programs.
A Vignette: Languages, Communications, and Cultural/Ethnic Identification in a Multicultural Education Course.
Evaluating Multicultural Change within the Institutional Context.
Concluding Comments. 16. Organizational Change and Implementation Strategies for Multicultural Infusion, Ann Intili Morey.
The Case of a College at Western University.
Organizational Dimensions of Change.
Implementation of Change.
Concluding Thoughts. References. Index.