Leveraging Diversity and Inclusion in Globalized Classrooms
Edited By Ching-Ching Lin and M. Cristina Zaccarini
Over the past few decades, there have been growing concerns about ways in which diversity and internationalization converge and diverge with one another across different types of educational institutions. This edited volume is one of the first books to investigate meaningful ways of integrating compe-ting goals between internationalization and diversification within the social fabric of campus life and beyond. Each chapter is a call to action that aims to leverage diversity for broader collaboration in higher education institutions in the U.S. and other sociocultural contexts, while providing insights into best practices in navigating diversity through strategic action plans. Each author challenges issues relating to the diversity efforts of internationalization across disciplinary, cultural and national boundaries as well as strategies to strengthen the campus communities’ commitment to diversity and inclusion.
In addition to its theoretical depth, as well as its cultural and disciplinary breadth, this book addresses issues relevant to many different stakeholders, and hence, potential readers in diverse and international settings. This book is of particular importance to those associated with globally mobile popula-tions, which include but are not limited to, academic faculty, higher education professionals as well as those in administrative positions and policy makers who wish to develop a critical perspective on the current practices on inter-nationalization to further their international efforts.
Introduction (Ching-Ching Lin)
As a former foreign student and a non-native ESL instructor in the United States who has been working with the culturally and linguistically diverse student population in the past fifteen years, I often experience a flashback to my earlier years of navigating the treacherous waters of a different academic and social culture. Juxtaposing present and past, I also have been reflecting on the constancy and change in the shifting landscapes of higher education in the passing years. As the internationalization of higher education continues to intensify, there has been a visible increase in students from overseas on the university campus. Less obvious, however, is the shifting pattern of transnational student mobility and its implications for equity, diversity and inclusion. Perhaps even less obvious is the peril of social isolation and marginalization diverse students have experienced in their university life.
While the internationalization efforts in higher education is often justified by the claim that a more internationalized campus will engender cross-cultural competency in students (Bista, Sharma, & Gaulee, 2018), many globally mobile youths become disillusioned about the cosmopolitan experiences they have associated with studying abroad (Page & Chahboun, 2019; Valdez, 2015). Though diverse cultural factors may have impacted international students’ educational experience abroad, studies suggest that a contributing factor to the marginalization of international students stems from a lack of proactive support for diversity and inclusion at a campus-wide level (Özturgut, 2017). In light of an increasing enrollment of foreign students, decision makers...
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