Empowering Culturally Diverse Students within a Collaborative Learning Community: A Student Perspective

Abstract

Psychologists are typically obliged to learn about the cultures of their minority clients and students before working with them, refining their specific cultural knowledge and deepening their understanding of the influence of cultural factors on their clients and students through direct interaction. Likewise, professors of psychology can utilize these principles to empower minority students by (a) modeling cultural openness, (b) acknowledging students' rich cultural knowledge and experiences, (c) tailoring assignments to minority students' culturally influenced learning needs, and (d) seizing teachable moments. Empowering minority students in such a collaborative learning environment allows the burden of incorporating cultural views to shift from minority students to the larger classroom community, in which cultural dynamics may be safely explored, respected, and valued.Although faculty in Orlando's program did their best to accommodate his passion for cross-cultural research and practice, in many courses he found that the inclusion of culture was lacking and he struggled to meet faculty expectations for student participation. Many faculty regarded him as pleasant interpersonally, but they were concerned about his inability to be assertive. Rather than understanding that his passivity and deference to authority were typical of his culture, some criticized him for his limited contributions during class and urged him to engage more. He felt discouraged, isolated, and alone, and contemplated dropping out of his program.As Orlando's experience demonstrates, the experience of being a culturally diverse student within a North American psychology classroom can be difficult, confusing, and culturally isolating.

Internationalizing the U.S. Undergraduate Psychology Curriculum: A Qualitative Investigation of Faculty Perspectives

“…International and minority culture students within the U.S. classroom are a rich resource. The peer-to-peer interactions that are possible because of their presence contribute to greater intercultural knowledge, improved attitudes, and enhanced cross-cultural skills (Sanchez, De Paul Chism, Serafini, & Judd, 2012; Wickline, 2012). Self-assessment activities such as Bennett's Developmental Model of Intercultural Sensitivity encourage students to assess their cultural awareness (Archer & Nikson, 2012), whereas creative activities such as a “cultural scavenger hunt” can be used to immerse students within U.S. ethnic minority or local communities when studying abroad (Wesp & Baumaun, 2012).…”