Beyond fraudulent multiculturalism in higher education: moving forward
-
Festus E. Obiakor
,
Innocent J. Aluka
Abstract
Recent demographic changes in the United States have shown that we live in a multicultural society. However, for some reason, colleges and universities are still floundering in mediocrity when it comes to multiculturalism. What we see in higher education is multiculturalism that is fraudulent and unaccountable and the fact that individuals from culturally and linguistically diverse (CLD) and vulnerable backgrounds consistently endure White supremacy, racism, discrimination, and xenophobia, to say the least. In addition, we consistently see that proactive and measurable efforts are not made in the recruitment, retention, graduation, continuation, tenure, and promotion of students, faculty, staff, and leaders from CLD, immigrant, and vulnerable backgrounds. While there are well-written and documented policies, mission and vision statements, and goals and objectives in institutions of higher learning, there appears to be deficits in applicability and accountability measures of equity, diversity, quality, goodness, and fairness. Most strategies seem to be feel-good, look-good, fake, bandaid, and fraudulent approaches that are divorced from realities. How do we reverse these moves while respecting the traditional roles of higher education? This article responds to this critical question.
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Editorial Comment
- Executive editor’s comments: diversity, equity, and inclusion (DEI): valuing humanity
- Research Articles
- Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers
- A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint
- Diversity in geology and geophysics degree programs in Historically Black Colleges and Universities (HBCUs)
- Cultural competency training for the social service professions: A systematic literature review
- Beyond fraudulent multiculturalism in higher education: moving forward
- Preparing culturally responsive teachers: a systematic review
- Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project
- Investigating the needs, expectations, problems and experiences of international students in the process of distance education
- Parenting in a new land: the influence of English language proficiency on immigrant parents’ experiences with intergenerational challenges
Artikel in diesem Heft
- Frontmatter
- Editorial Comment
- Executive editor’s comments: diversity, equity, and inclusion (DEI): valuing humanity
- Research Articles
- Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers
- A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint
- Diversity in geology and geophysics degree programs in Historically Black Colleges and Universities (HBCUs)
- Cultural competency training for the social service professions: A systematic literature review
- Beyond fraudulent multiculturalism in higher education: moving forward
- Preparing culturally responsive teachers: a systematic review
- Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project
- Investigating the needs, expectations, problems and experiences of international students in the process of distance education
- Parenting in a new land: the influence of English language proficiency on immigrant parents’ experiences with intergenerational challenges
