Postprint version. Published in Teaching and Teacher Education, January 1, 2009.
10 pages. Copyright © 2009 Elsevier Ltd. All rights reserved.
The definitive version is available at http://dx.doi.org/10.1016/j.tate.2009.06.018.
Although multicultural education and teaching for and to equity and diversity often are viewed in higher education as important around the globe, the mismatch between theory and public opinion can remain a challenge when teaching the subject. This study investigates student attitudes and learning before and after completing a course in race, culture and politics at an American university in California, and data were gathered over a three-year period from 365 students. Utilizing a Confluent Education framework that integrates cognitive, affective, and psychomotor dimensions of teaching and learning, faculty structured opportunities for students to study and discuss issues, and then, examine social settings for evidence to tie cognitive study with real world experiences. Teaching and developing courses around issues of multicultural education, diversity, and issues of power that strengthen students' abilities to perceive multiple perspectives, think critically, and learn from others are made.