The incorporation of multicultural principles into teaching practice
is a prerequisite for meeting the needs of an increasingly diverse student
body. Many dimensions of diversity shape students' learning styles,
approach to and perception of problem solving tasks, and manner of processing
information (Morey & Kitano, 1997). Educators who recognize and
respect the unique identities and backgrounds of their students have
the potential to facilitate greater student learning and sense of personal
efficacy (Gay, 2000).
Notwithstanding the increasing attention given to multicultural teaching and learning, ambiguity often remains concerning the nature of multicultural education, why it is important, and how it can directly impact teaching practice. The Multicultural Teaching and Learning Module was developed to generate a broader and deeper understanding of the issues surrounding multicultural education and provide practical classroom techniques and strategies, which are consistent with multicultural theories. It is analogous to a collection of maps and guideposts for instructors who desire to embark on or continue their own journey of multicultural course transformation.
Ultimately, we believe, and research supports, that successful multicultural education enables students to interact more effectively in a diverse and interdependent world (Morey & Kitano, 1997; Gaff, 1992). Therefore, as faculty, we play an important role in developing educated citizens who will move the goal of a caring and just society forward