Diversity+and+Motivation

=**Diversity and Motivation**=

==**Some tips for instructors regarding motivation and diversity: **==

The most important aspect of diversity and motivation, in my personal experience as well as in the opinion of all the authors I have read on this topic, is to be conscious of your own experience, background, and biases. For people who are used to being part of the dominant culture where they live (I would be an example of this, as a white person in a predominantly white area of a country where people of European descent are in positions of power), it can be easy to see your viewpoint as the universal viewpoint. For example, this can lead you to believe that factors that motivate you and people of your culture are universal motivators, when this is not necessarily the case (i.e. rags to riches narratives serving as life lessons in America, whereas generosity and sharing are represented as higher human values in many other parts of the world ). Robin M. Williams Jr., an America sociologist, compiled a list of cultural themes that white North Americans often take for granted or view as normal (such as the rags to riches notion previously mentioned). It’s interesting to read his findings and reconstruct our ideas of what is normal, average or universal.

 Another trap that people can fall into is not examining their own opinions and biases simply because they do not want to think of themselves as biased people. We all hold some well thought out and fair views, and we all also harbour some amount of stereotypes, misconceptions, and assumptions. The way to teach without bias is to admit this and make a conscious effort to work through our problem areas, rather than pretending they don’t exist. This is closely linked to the problem of colourblindness: “the idea that ignoring or overlooking racial and ethnic differences promotes racial harmony. [In fact,] trainers and facilitators say colorblindness does just the opposite: folks who enjoy racial privilege are closing their eyes. Failure to see and acknowledge racial differences makes it difficult to recognize the unconscious biases everyone has. Those biases can taint a teacher’s expectations of a student’s ability and negatively influence a student’s performance. Study after study has shown that low teacher expectations are harmful to students from socially stigmatized groups."

 As well, it is important to realize that prejudice is systemic, not individual. As bell hooks puts it: “Why is it so difficult for many white folks to understand that racism is oppressive not because white folks have prejudicial feelings about blacks [...] but because it is a system that promotes domination and subjugation?” It is important to keep in mind that no matter how well intentioned, sensitive and inclusive we are as instructors, that the world outside of our classrooms is out of our control. As such, we need to keep in mind that inclusiveness on personal and pedagogical levels are only part of the solution when working towards a just world.

=Here is an interesting video about stereotyping and human behavior.= media type="youtube" key="4C1RO_TvW5w" height="349" width="560"

Wlodkowski and Ginsberg on Culturally Responsive Teaching
==Raymond Wlodkowski and Margery Ginsberg’s book __Diversity & Motivation: Culturally Responsive Teaching__ is an excellent source of theory and practice related to this topic. They offer a framework to explain the necessary steps to building motivation when keeping diversity in mind (see more on this framework as it relates to classroom motivation techniques in our section on How to Motivate Adult Learners). They have identified four motivational goals/conditions. These goals are defined below, with suggestions for their use in the classroom. ==

**1. Establishing inclusion **
 //Recommended strategies for establishing inclusion include: //  -emphasizing the human purpose and relevance of the coursework  -"creating an invitation to point out behaviors, practices, and policies that discriminate" (Wlodkowski & Ginsberg, 1995) -emphasizing collaboration and cooperation in learning (small group activities, for example -establish clear ground rules at the beginning of the course, both on topics related to diversity and general course policies
 * “norms, procedures and structures that are woven together to form a learning context in which all learners and teachers feel respected by and connected to one another.” (Wlodkowski & Ginsberg, 1995)
 * setting the tone for the learning experience is something that is best considered at the beginning of the lesson

**2. Developing attitude **
//Recommended strategies for developing attitude include: // ==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-ensure learning goals are relevant by allowing learners to choose topics, strategies and projects whenever possible == <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-promote participation for non-native speakers of English (call on ESL students in a way that uses context-embedded communication, ensure that native and non-native English speakers work together often, etc) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-set clear and measurable goals, define the evaluation process clearly, and have as much class participation as is possible in both these endeavors
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> “norms, procedures and structures that create through relevance and choice a favorable disposition among learners and teachings toward the learning experience or learning goal.”
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> creating a favorable attitude towards learning is also best included in the beginning of the lesson

//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">Recommended strategies for enhancing meaning include: // <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-engage in dialogue with students and encourage their reflection (avoid jargon, encourage questions, invite learners to speak from experience, for example) ==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-use open-ended, thought provoking questions to guide discussion to a deeper level == -<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">use activities that involve decision making, authentic research, simulation and other learner-engaging practices
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;">3. Enhancing meaning **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> ”norms, procedures and structures that expand, refine or increase the complexity of what is learned in a way that matters to learners, includes their values and purposes, and contributes to a critical consciousness.” (Wlodkowski & Ginsberg, 1995)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">engaging and including the learners should be kept in mind throughout the entirety of the lesson

**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;">4. Engendering competence **
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Recommended strategies for engendering competence//: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-use feedback frequently, specifically, quantitatively and constructively <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> -use self-assessment to see what students have learned and ensure they have found their work relevant <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-ensure that assessment is authentic
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> “create an understanding for learners of how they are or can be effective in learning something of personal value.” (Wlodkowski & Ginsberg, 1995)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">ensure that “demonstration of learning includes multiple ways to represent knowledge and skills and allows for attainment of outcomes at different points in time.” (Merriam et al., 2001)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">creating or affirming an understanding of the value of the lesson is best done at the end of class

__//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">References //__

Wlodkowski, Raymond J., & Ginsberg, Margery B. (1995). //Diversity and Motivation: Culturally Responsive Teaching//. San Francisco: Jossey-Bass, Inc

Scruggs, Afi-Odelia E. "Colorblindness: The New Racism?" Teaching Tolerance, Issue 36, Fall 2009. Retrieved from []

hooks, bell. (1995). //Killing Rage: Ending Racism//. New York: Henry Holt and Company, Inc

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Merriam, Sherran B., Caffarella, Rosemary S., Wlodkowski, Raymond J., & Cranton, P. (2001). //Adult Learning: Theories, Principles and Applications.// San Francisco: Jossey-Bass Inc