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Promoting Diversity and Multicultural Training in Higher Education: Calling in Faculty

Promoting Diversity and Multicultural Training in Higher Education: Calling in Faculty

Alexander L. Hsieh, Gita Seshadri
Copyright: © 2018 |Pages: 20
ISBN13: 9781522540977|ISBN10: 1522540970|EISBN13: 9781522540984
DOI: 10.4018/978-1-5225-4097-7.ch007
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MLA

Hsieh, Alexander L., and Gita Seshadri. "Promoting Diversity and Multicultural Training in Higher Education: Calling in Faculty." Promoting Ethnic Diversity and Multiculturalism in Higher Education, edited by Barbara Blummer, et al., IGI Global, 2018, pp. 112-131. https://doi.org/10.4018/978-1-5225-4097-7.ch007

APA

Hsieh, A. L. & Seshadri, G. (2018). Promoting Diversity and Multicultural Training in Higher Education: Calling in Faculty. In B. Blummer, J. Kenton, & M. Wiatrowski (Eds.), Promoting Ethnic Diversity and Multiculturalism in Higher Education (pp. 112-131). IGI Global. https://doi.org/10.4018/978-1-5225-4097-7.ch007

Chicago

Hsieh, Alexander L., and Gita Seshadri. "Promoting Diversity and Multicultural Training in Higher Education: Calling in Faculty." In Promoting Ethnic Diversity and Multiculturalism in Higher Education, edited by Barbara Blummer, Jeffrey M. Kenton, and Michael Wiatrowski, 112-131. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4097-7.ch007

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Abstract

The educational system and academia reside at the core of most professional settings. The issues are that diversity and multicultural content and process continue to be taught in higher education but multicultural issues within programs are sometimes neglected. These concerns occur in and out of the classroom and can be a microcosm of biases in our society. This chapter seeks to promote diversity and multicultural training and discussion of microaggressions to infuse and build higher education programs to become more culturally competent both in content and process. The theoretical concepts are presented to offer a guideline and lens to perceive faculty training. Biases are explored as they pertain to our current state of higher education in both the structure and content. Instances of faculty training are given with case examples to highlight the training process and to promote an academic environment that is open to multicultural discussions and persistent on creating and maintaining safe space and time. Suggestions for future exploration and reading recommendations are made.

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