Tips from the AEJMC Teaching Committee

Incorporating “Diversity” into Course Curricula and Class Discussions

(Article courtesy of AEJMC News, January 2012 issue)

A study at the University of Maryland found that multicultural classroom contexts offered a broader range of ideas and perspectives that generated more complex thinking among students. Students and faculty involved in the multicultural classrooms believed that the experience made a positive impact on students’ cognitive and personal development because it challenged stereotypes and developed critical thinking skills. But what if there is no multicultural classroom available? What about the majority of higher education environments that are predominantly homogenous in their student populations and in instructor demographics? What can instructors do to perhaps gain some of the same learning benefits but in a classroom that has little diversity among its students?

A classroom that incorporates diversity is one that represents the diverse voices that inform a professional or scholarly field for student consideration and critique. There are various ways, both subtle and obvious, that allow instructors to represent this diversity in curriculum design, in selection of texts, and in decisions regarding guest speakers, assignments and lectures. I offer a few suggestions below.

First, there are various forms and types of diversity that can be embraced within a course’s curriculum and in class discussions. For example, if in one class, diversity is discussed mainly as different national perspectives, consider emphasizing for next class gender and religion and how these identities are represented in the day’s topic. If diversity is reflected as racial and ethnic difference in one discussion, for another discussion think about how to represent diverse political ideology and international perspectives. Stay open to the various ways of thinking differently and the ways that being different can assist students in feeling comfortable to talk about their differing perspectives on readings and lectures.

Second, there are complexities that should be recognized within groups of people that are typically considered “diverse.” For example, African Americans are sometimes discussed as a monolithic category that includes individuals with similar characteristics. However, the various backgrounds and cultures that comprise “African American” can be part of the classroom discussion. Being careful to illustrate the diverse voices and identities within any cultural group discussed encourages students to see others in the same light as they see themselves.

Third, consider implementing a self-governing set of rules on establishing diversity in each of the following: readings; guest speakers; assignments; lectures and presentations; and in-class activities and discussion. Instructors frequently set up rubrics and guidelines for students when considering how to evaluate and grade student work; instructors can initiate rubrics for their own selection of readings and designing of assignments, etc., based on criteria measuring diversity. One system that can be implemented and measured might be based on percentage of voices represented. For readings, for example, many popular textbooks and journal articles are authored by white Americans and Europeans. When selecting readings, instructors may decide that only 40% of readings for a course will derive from white American authors; 30% will be international; 30% will be female, etc. Of course, the percentages may be limited by access and by language, but the strategy offers a way to purposively attend to diversifying the perspectives that can be introduced to students.

Fourth, a somewhat hidden opportunity for change is in considering the terminology and language used in course materials and in lectures. Instructors may not be aware of the subtle ways that word use can reinforce norms of exclusion or of legitimacy. Mainstream norms for research and for professional practices play out through terminology, such as a legitimacy of quantitative methodology over other methodologies, acceptance of masculine pronouns, and socioeconomic markers in case studies and visual presentations. Consider the assumptions that might be reflected in these and other examples of visuals and readings used in a course.

Finally, diversity can also be incorporated into a classroom spontaneously during class time through discussions and exercises. Instructors may encourage students to consider other alternative explanations and perspectives. Probes might be one way to do this: “What is another way to interpret [the reading]?” “How do you think others might interpret what you said?”

There are several other ways to strategically and sensitively incorporate diverse perspectives into journalism and mass communication curriculum, and many universities offer their own committees or guidelines on multicultural instruction. Just a few examples of web resources include: 1) the “Diversity Web” site of the Association of American Colleges and Universities (http://www.diversityweb.org/index.cfm); 2) the National Lesbian & Gay Journalists Association has an “Educators Toolbox” to offer resources for faculty (http://www.nlgja.org/education/toolbox.htm); and 3) AEJMC’s own Teaching Resources page that offers materials and strategies to improve teaching and address classroom challenges (http://www.aejmc.org/home/resources/teaching-resources/).

By Linda Aldoory,
University of Maryland,
AEJMC Teaching Committee