Diversity and Invitational Theory and Practice

Abstract

In their self-concept approach to counseling, Purkey andSchmidt (1996) introduced the tenets and assumptions ofinvitational education (Purkey & Novak, 1996) and appliedthem to professional helping relationships. Although theirmodel is a general approach to helping and not specific tocounseling culturally diverse clients, many of its componentsare similar to other counseling approaches presented in themulticultural literature (Schmidt, in press). At the same time,principles put forth by Purkey and Schmidt (1996) are relevantto the broader application of invitational educationpractices with diverse populations. This article revisits someof the basic concepts and constructs presented by invitationaltheory and practice, and relates them to issues of diversity.Specifically, it examines constructs and processesespoused by invitational theory in the context of establishinghelpful relationships with people from diverse cultural backgrounds.

Multicultural Competence of Elementary Teacher Education Students

“…They can promote inclusiveness, respect cultural differences, and build harmonious intercultural relations in the classroom. In an increasingly connected global era, multicultural expertise is becoming an added value in work, the skill needed to function effectively in a pluralistic society (Bravo et al, 2021;Schmidt, 2022).…”

Six Elements of Diversity

“…As a service-learning project, the workshop goals for the candidates are to practice the role of inviting educators; to reflect on their development as inviting educators; to teach Academy students about Multiple Intelligences Theory and to help students apply their Multiple Intelligences Inventory results to their own lives (Gardner, 1999). As such, these goals also support the fundamental beliefs of ITP, which include accepting and affirming individuals as valuable, capable and responsible; recognizing individual power and responsibility to empower others by creating intentionally inviting places, programs, policies and processes (Schmidt, 2004).…”

Racialized leaders leading Canadian universities

“…At the organizational level, diversity is also a resource that can help universities adapt to their shifting socio-demographic environments. The ability to effectively capitalize on emerging demographic niches within the student market resides most naturally in those who share a racial identity or cultural background with them (Robinson and Dechant, 1997;Schmidt, 2004). Faculty from under-represented groups have been found to integrate marginalized perspectives and unorthodox pedagogical approaches into their courses that are normally absent from those delivered by their white counterparts (Han, 2014;Umbach, 2006).…”