Building Capacity Through Multiculturalism and Diversity in the Online Classroom

Introduction

The societal context of the early part of the 21st century has been characterized as a time of social and political unrest, with polarizing viewpoints often bereft of considerations of difference or contrasting experiences. Tensions have risen in the wake of increasing protests against inequities, discrimination, and marginalization. At the same time, a generational pandemic of the magnitude of COVID-19 has created physical isolation and disconnection, inhibiting meaningful interaction and inclusion. The online educational environment can further exacerbate these conditions if issues of diversity, equity, and inclusion are not directly addressed. Research has firmly established that student engagement, motivation, retention, and success is predicated on cultivating an environment where students have a sense of belonging, where they feel heard, respected, and secure (Booker & Campbell-Whatley, 2018; Murphy & Zirkel, 2015; Pascarella et al., 2004; Strayhorn, 2018; Wilson & Gore, 2013). The online educator is in the unique position to be able to foster such an environment. However, this can be a difficult task as educators and students alike “have to navigate potential landmines that highlight issues of power, privilege, and access” (Booker & Campbell-Whatley, 2018, p.14). It is therefore incumbent that careful thought and consideration be put into developing instructional techniques that effectively promote a safe and inclusive learning environment for students.

The National Center for Education Statistics (2020) reports that the population of students enrolled in American public elementary and secondary schools has grown increasingly diverse between 2000 and 2017, with projections for even greater diversity in the next decade. The majority of students now represent ethic and racial minorities, with the percentage of white students projected to decrease to 44% by 2029 (NCES, 2020). Higher education has likewise grown increasingly diverse, with 45% of students identifying as a race other than white (Taylor et al., 2020, p. xv). Diversity can play a powerful role in improving cultural understanding, cognitive thinking, creativity, empathy, and citizenship. Students who are exposed to different and divergent perspectives, have the opportunity to reflect on their own views and experiences in new, productive ways (American University, 2019). Diversity promotes the recognition of differences in perspective, which in turn requires people to work harder to interact effectively. As Columbia University professor Katherine Phillips (2014) notes: “Diversity jolts us into cognitive action in ways that homogeneity simply does not'' (p. 36).

The inherent lack of social presence and often a one-size-fits all approach to online learning can inhibit the creation of a culturally-responsive learning environment (Kumi-Yeboah et al., 2019, p. 2). Students and instructors alike may be largely unaware of multicultural differences in the classroom. A recent study of minority students’ perceptions of cultural diversity in online learning bears this out, with students identifying four core challenges including the need for greater:

• 1.

  Multicultural resources for building knowledge,

• 2.

  Diversity inclusion in the online classroom,

• 3.

  Collaborative learning activities to promote cultural diversity, and

• 4.

  Multicultural course content, communication, and culturally-relevant activities (Kumi-Yeboah et al., 2019, p. 1).