Nowadays, institutions of higher learning are working to ensure that all students are ready to work and live in societies that that have people of diverse origins. The education institutions have a role to play in overcoming the challenges that come with the onset of globalization that have made the world a global society. The key feature of the global society is people of diverse backgrounds learning together. For this reason, the higher education institutions ought to work towards professional development strategies to enhance multicultural literacy among the faculty members. Multicultural literacy is an approach that beings a new dimension of inclusivity from the faculty members to the student body. Several studies have been contacted with regard to multiculturalism and diversity at higher education institutions. The studies have presented different opinions as far as multicultural and diversity is concerned. The following literature review compares and contrasts information from three scholarly materials about multiculturalism and diversity at higher education institutions.
According to Mayo and Larke (2010), multicultural curriculum in higher education institutions should be comprehensive. The curriculum should have holistic approaches that are essential in promoting students’ achievement. Mayo and Larke (2010), noted that cultural dynamics helps in improving the capacity of faculty members to offer highly insightful teaching experience. Mayo and Larke (2010) found that several higher education institutions make efforts to help learners to fit into the global society through enhancing multiculturalism and diversity programs in higher education. The study established that multiculturalism and diversity in higher education is significant as it helps institutions of higher learning in the preparation of workforce that can accommodate the global society. As such, institutions do not have to use rhetoric statement in a bid to enhance diversity; instead, they ought to formulate policies that promote multiculturalism and diversity in the institutions.
The policies should also be accompanied strategies aimed at fostering transformation and acceptance of diversity. Krishnamurthy (2003) contacted a study at the Northern Illinois University. The study showed that many educational institutions engage in the promotion of multiculturalism and diversity in their curriculum. Despite the role of the institutions in the promotion of diversity, Krishnamurthy (2003) noted that a lot of emphasis should be put in assessing the success, as well as the quality of the initiatives. In the study, Krishnamurthy (2003), found out that multicultural curricular, as well as other related programs are significant for students, staff members and the faculty. The study established that multiculturalism and diversity programs in the university have been successful. In addition, the institution has noted that the programs have enhanced professionalism and personal developments. According to an assessment done during the study, Krishnamurthy (2003) concluded that for successful multiculturalism and diversity programs to be successful, it is necessary to adopt initiatives that address the needs for all the people.
According to Alger et al. (2000), the rate of multicultural transformation in higher education institutions has been gradual. The study by Alger et al. (2000) further showed that in the mid-sixties, there was disparity as far as education equality was concerned. Most social institutions and higher education institutions discriminated learners on basis of color. However, Alger et al. (2000) noted that there have been attempts by many institutions of higher learning to adopt curriculum that takes into consideration cultural diversity. In addition, the research team established that ethnic and racial diversity was responsible for robust exchange of ideas among individuals within the institutions of higher learning. According to Alger et al. (2000), there are a lot of interests among higher education staff members, as well as administrators regarding the adoption of multiculturalism and diversity in higher education. The study concluded that the strategies to promote inclusivity play a critical role in minimizing cases of underrepresentation in higher education, which in turn enhances a favorable learning environment.
From the studies, it is evident that the three studies established the worth of multiculturalism and diversity in higher education. Analysis of the three studies exhibit similarity in their findings because they all point to multiculturalism and diversity in higher education. The studies point to diversity and multiculturalism as a pathway to development of students who are fit for a globalized society. The findings from the three studies are also reliable because they are based on different aspects of higher education. For instance, the studies provided comprehensive analysis, which included the assessment of history of multiculturalism and diversity in higher education. The enhancement of diversity and multiculturalism thus has a positive impact in higher education since inclusive strategies create diverse and equal opportunities for all individuals.
Reference List
Alger, J., Chapa, J., Gudeman, R., Martin, P., Maruyama, G., Milem, J., Moreno, J., & Wilds, D. (2000). Does Diversity Make A Difference? Journal of American Council on Education, 2(1), 9-78.
Krishnamurthy, M. (2003). Assessing Multicultural Initiatives in Higher Education Institutions. Assessment & Evaluation in Higher Education, 28(3), 264-277.
Mayo, S., & Larke, P. (2005). Multicultural education transformation in higher education: getting faculty to “buy in”. Journal of Case Studies in Education, 1(1), 1-9.