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.
2. Engaging and Enriching ESL Students through Glocalized Partnerships in Higher Education (Kathleen A. Richards and Zeynep Harkness)
Kathleen A. Richards and Zeynep Harkness
Research shows that there is often little interaction among international students and American students on American1 college and university campuses (Sato & Hodge, 2015). One reason for this lack of engagement is that international students make up a small student percentage on most American college and university campuses (Anderson, 2017) and are often insecure in their new American environments because of barriers due to language, social symbols, politics, and customs (Marginson, Nyland, Sawir, & Forbes-Mewett, 2010). Weller (2012) uncovered that Chinese students attending American universities did not understand the culture, attained poor English communication skills, and spent most of their time with other Chinese students. By observing international students on our American university campus, we viewed similar situations occurring. International students were often seen in groups with other students from the same countries, not engaging with American students on campus other than a “superficial conversation level” (White & Rosado 2014, p. 185). On most occasions, international students who spoke similar languages broke off into groups and only interacted with students from other countries when required to do so.
An educator’s priority is to provide the best education for students. Most universities promise a multicultural education yet sometimes fall short of making sure that students receive such an education. Universities often offer study-abroad programs, multicultural campus events, and invite speakers to discuss global issues. However, not all students have time or money ←27 | 28→to take advantage of these...
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