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Introduction
The student populations of higher education institutions are transforming through global change and becoming more diverse. Hence, it has become important to create an inclusive community of critical, independent learners led by informed, accepting and encouraging educators.
Cultural Diversity Issues
- Addressing Diversity
When cultural diversity is not addressed explicitly in the classroom, students can easily misinterpret that diversity is not essential to their education or their success in future careers. Educators need to seek a balance between holding high expectations for all students regardless of who they are and using different techniques to teach individuals effectively, helping each student to succeed (Bucher, 2000).
- The Language Barrier
Language is a major issue for foreign students in any country. It affects student participation in group discussions as well as students’ ability to express ideas in front of a class. Since they are not communicating in their first language, students may need extra time to think and process information. Their progress may be stymied by the use of colloquialisms, idioms, academic jargon as well as a lack of vocabulary. Instead of recognising this, teachers and students may assume that foreign students are not good at critical thinking.
One foreign student I interviewed cited the phrase ‘twist your arm’ as an idiom she did not understand when it was used in the classroom. On another occasion, the teacher asked for her opinion on the objectiveness of a passage, but the student was unable to answer the teacher’s question because she did not understand the word ‘objectiveness’. The teacher then assumed that the student had no critical thinking skills.
- Communication Differences
Effective communication can be hindered by ignoring cultural differences. For example, Asian students generally tend to be quieter than North American students. They have been taught not to speak unless they are asked to as a sign of respect to their teachers and elders. The give-and-take between teachers and students in a North American classroom can thus be intimidating. According to one Japanese student, group discussions were new to her when she was studying at a Canadian university. Hence, when she was placed in such a setting, she felt that she was being put on the spot and did not know what to do.
An individual’s attitudes are based on one’s values which will in turn affect how he/she will communicate across different cultures. Intercultural communication can be hindered without an understanding of other’s values (McArthur-Blair, 1995). By ignoring a student’s cultural background, the teacher is not addressing the student’s values and therefore hindering intercultural communication.
- Stereotyping Foreign Students
Teachers tend to stereotype foreign students according to what they know about different cultures and sometimes forget to look at each person as an individual. For example, in North America, we have created the stereotype that all Asian students are good at mathematics. Because of this stereotype, one student who was afraid of mathematics did not dare speak up in class if he did not understand something; he was afraid of being ridiculed. If students are not comfortable enough to voice their concerns, it is difficult for the teacher to make the necessary arrangements to address their needs and create an appropriate learning environment for the students.
Strategies to Create an Inclusive Learning Environment
- Empowering Prior Knowledge
As a teacher, I recognise that mistakes are inevitable in the course of learning. Therefore, I choose evaluation methods that provide frequent feedback to help students develop a sense of competence. This will help students with difficulties speaking up feel confident to join in the class discussions. I also use problem-based learning assignments (Chan & Kaufman, 2002) with real-life research examples to foster an active and practical learning approach that is relevant to all students from all cultures.
- Agreeing to Disagree
Instructors need to employ questioning techniques that involve students on a more personal level. They need to be allowed to respond in a way that not only reflects their diversity but also exposes their fellow students to these differences. In the classroom, instructors can acknowledge differences among students and let them discover what they can learn from one another. This may mean ‘agreeing to disagree’.
For example, at the beginning of a school term, instructors can ask students to describe what respect means in their cultures. This will promote an inclusive learning environment where students feel comfortable to take risks and participate in discussions on any topic during the rest of the school term. In order to respect diverse cultures, it is necessary to first have a consensus on the classroom’s ground rules.
Challenges of Implementation
It is impossible for instructors to grasp the nuances of different cultures and choose words and phrases that are acceptable in every culture. It is also a challenge to determine when to use jargon when delivering lectures, especially to a group of students whose first language is not English.
When teaching large classes, it is challenging for teachers to create a sense of community—especially in the first few weeks when teachers need to pay special attention to determine what kinds of diversity need to be addressed. It can be difficult to come to a consensus when discussing the ground rules. Moreover, students may become impatient with the teacher if the he/she tries to include everyone’s opinions all the time.
Conclusion
Students from different cultures bring with them a set of experiences and traditions that are important to address and honour. Students need to be empowered to learn independently based on their own cultures, and also be given the opportunity to learn about each other’s cultural differences. Our goal is to lead the way in addressing and honouring cultural diversity in teaching and learning as much as possible to create an effective learning environment for all students. In this way, we can help students develop skills to cope with an ever-shrinking world.
References
Bucher, Richard D. (2000). Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities. New Jersey: Prentice Hall.
Chan, E. & Kaufman, D. (2002). ‘A PBL Approach to Teaching Statistics: Overcoming Students’ Anxiety.’ In Proceedings of the 2nd Symposium on Teaching and Learning in Higher Education. Centre for Development of Teaching and Learning, Singapore: National University of Singapore.
McArthur-Blair, Joan. (1995). Gender and Diversity: Creating Inclusion in the College Environment. Province of British Columbia: Ministry of Skills, Labour and Training.
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