International teaching assistants (ITAs) are valued for the diversity they bring to their host institutions, but do ITAs understand and value the diversity they encounter within their classrooms? What can ITA program instructors do to facilitate ITAs’ learning about this important cultural value and component of American education?

The following is a description of activities used in a unit to help ITAs better understand diversity and its role in U.S. higher education. In the unit, ITAs first do a series of reflective activities to help them explore their concept of diversity and how they developed their assumptions about the diverse groups present on campus. These groups include racial and ethnic minorities, students with disabilities, nontraditional students, and GLBT students.

The first activity asks students to consider who is the typical student here at the University of Minnesota. In groups, students brainstorm qualities and characteristics of typical undergrads and write them on posters. Students then look at the posters made by other groups and note themes and similarities. Common themes that emerge are love of sports, active social lives, drinking, the need to work, and a lack of interest in academics. We then discuss how students arrived at these ideas―did they come from personal experience, the media, etc.

Next, students are asked to define diversity in groups, using the SEE-I method. SEE-I stands for “State the concept in a sentence or two; Elaborate on the concept in your own words; Exemplify the concept by giving concrete examples; and Illustrate the concept with a picture, metaphor, diagram, or analogy” (SEE-I, n.d.). This is followed by a discussion of how the value of diversity is institutionalized at the university. Students review university policies regarding diversity and learn about the various offices dedicated to promoting it on campus. Students are also introduced to U.S. laws that prohibit discrimination.

Before discussing the different types of diverse students that the ITAs may encounter on campus and in their classes, set ground rules. These include the importance of confidentiality (what is said in class, stays in class), the freedom to express dissenting opinions, acceptable language, the role of generalizations, and the unacceptability of personal attacks. Each group of ITAs is then assigned a specific subgroup of students for a “surfacing assumptions” activity. Subgroups may include students with disabilities, nontraditional students, Asian-American students, African-American students, international students, or GLBT students. In their groups, the ITAs discuss their impressions regarding their assigned group, what challenges this group might face, how their impressions of the group might affect their interaction with members of the group, and how this subgroup of students might view ITAs. They are also asked to discuss how they have formed these ideas and impressions. Each group then presents the results of their discussion to the rest of the class and the class as a whole has time to comment and question. The ITAs often challenge the assumptions that are presented and a lively discussion usually ensues. Students are also asked to discuss the following quote: “Having biases is not what causes most of the harm” (Elliott, Adams, & Sockalingam, 2010).

After reflecting on their assumptions, ITAs are introduced to the Developmental Model of Intercultural Sensitivity (Bennett, 1993). This model provides a framework for exploring their attitudes toward difference and an opportunity for the ITAs to place themselves on an intercultural sensitivity continuum. Finally, the ITAs reflect upon how their assumptions may affect their behavior in and out of the classroom and on how they can continue to become more accepting and understanding of the needs and experiences of all their students. The role of the teacher in creating an accepting atmosphere is also discussed.

Finally, students discuss what to do when conflict does occur. First, the ITAs are introduced to the D-I-E model. This model is useful for analyzing a conflict or cross-cultural misunderstanding. The first step is to Describe in objective terms what happened. The second step is to Interpret how one feels or what one thinks about what happened. Finally, one should Evaluate one’s reaction or feelings. An example I give to model is the following:

Describe: An American instructor complains that an international student doesn’t understand English. When the instructor talks to the student, the student’s face remains passive.

Interpret: The lack of feedback from the student signals to the instructor that the student doesn’t understand. This interpretation is based on the instructor’s cultural background and expectations.

Evaluate: The student may indeed understand but is following his/her cultural norms by not making eye contact or any facial expressions.

To complete the unit, students discuss Marcelle Dupraw’s Guidelines for Multicultural Collaboration (n.d.). This unit is very much an introductory unit, but it provides students with a framework for further thought and/or action on the topic of diversity as well as an awareness of their legal responsibilities to treat all students fairly.

Student feedback to this unit has been very positive. Many students have indicated that they are grateful to be able to have open, honest discussions about a sensitive topic. It has also helped clear up ITA misperceptions about certain groups, such as the idea that students with disabilities are not as qualified as “normal” students or that they don’t have to do the required work for the class. Finally, through our discussions, students learn appropriate vocabulary that can help them avoid making serious, yet unintentional, mistakes when discussing diverse groups.

REFERENCES

Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In M. Paige (Ed.), Education for the intercultural experience (pp. 21-71). Yarmouth, ME: Intercultural Press.

Dupraw, M. (n.d.). Guidelines for multicultural collaboration. Retrieved Sept. 24, 2011, from http://www.kcls.org/parents/kidsandreading/clc/APP%20C-4-1%20Guidelines%20for%20mc%20collaboration.pdf

Elliott, C., Adams, R. J., & Sockalingam, S. (2010, Sept. 1). Multicultural toolkit. Retrieved Sept. 24, 2011, from http://www.awesomelibrary.org/multiculturaltoolkit.html/

SEE-I. (n.d.). In Wikipedia. Retrieved Sept. 24, 2011, from http://en.wikipedia.org/wiki/SEE-I

RESOURCES

SEE-I Model: http://en.wikipedia.org/wiki/SEE-I

DIE Model: http://intercultural.org/die.php

Six Thinking Hats: http://www.debonogroup.com/six_thinking_hats.php

Multicultural Toolkit: http://www.awesomelibrary.org/multiculturaltoolkit.html

Diversity Web: http://www.diversityweb.org/

National Freshman Attitudes Reports: https://www.noellevitz.com/papers-research-higher-education/student-retention-white-papers-and-trend-reports/national-freshman-attitudes-reports