Making Meaning of Whiteness: A Pedagogical Approach for Multicultural Education

Journal of Physical Therapy Education, Spring 2005 by Gordon, Suzanne P

Background and Purpose. Classroom diversity in higher education is an important component of multicultural education. Despite affirmative-action plans supporting diversity, physical therapist programs continue to undenepresent minorities, hence compromising the ability to effectively educate physical therapist students for multiculturalism. This paper suggests the use of racial identity theory and whiteness as pedagogy for exploring the issues of difference and for developing attitudes supportive of cultural pluralism. This paper also presents a theoretical framework of multicultural education that educates for the cultural pluralism that supports the social justice and social action necessary for confronting health care disparities. Position and Rationale. Five theoretical approaches to multicultural education are presented. The last, the multicultural and social reconstructionist approach, acknowledges that oppression embedded in social structures give rise to societal disparities. While this knowledge empowers for social justice, it does not ensure the development of culturally pluralistic attitudes. Other pedagogies are necessary for students to actively engage with the privilege and power issues of difference. The white racial identity theory and the people of color racial identity theory provide for the personal exploration of privilege, oppression, and difference that support cultural pluralism. Discussion and Conclusion. Physical therapist education programs are obligated to graduate students who have acquired the necessary skills to address the health care needs of the demographically diverse population in the United States. In addition, students must develop the skills to confront health care disparities. By combining the multicultural and social reconstructionist education approach, and the exploration of whiteness and race using racial identity theory, physical therapist educators can educate students for the cultural pluralism that empowers social action and social justice.

Key Words: Cultural pluralism, Diversity, Multicultural education, Higher education.

BACKGROUND AND PURPOSE

"Multiculturalism is a painful subject on campus today. Students don't want to discuss it."1 In their 1992-1997 study of United States college campuses and college students, Levine and Cureton1 note that multiculturalism remains the most unresolved issue on campus today. They posit that simply being present in a diverse campus environment is not enough to develop multiculturalism. Likewise, learning about differing cultures is also insufficient to develop attitudes supporting multiculturalism.2-7 The development of multicultural attitudes requires an environment supportive of a true exploration of cultural commonalities and differences. Students need guidance, contact, and common goals in order to engage in the conversation about difference and diversity.1 Through such engagement, students develop the cultural awareness and sensitivity that is so important for functioning within the diversity of United States society. Educating for multiculturalism requires a well-considered pedagogy and curricular plan, involving the creation of a safe environment for self-exploration and cross-cultural exploration. The question of how to positively influence change in students' racial attitudes, comfort with diversity, and beliefs about cultural pluralism is one that faces higher education in general, and physical therapist education specifically.

In support of the Association of American Colleges and Universities'8 admonition that today's college students "must learn, in every part of their educational experience, to live creatively with the multiplicity, ambiguity, and irreducible differences that are the defining conditions of the contemporary world,"'(pxxii) institutions of higher education have undertaken numerous initiatives to increase engagement with social diversity. With the support of affirmative action, recruitment, and retention strategies, college campuses currently exhibit increased structural diversity,9 thereby quantitatively representing the differing groups in United States' society. Increased diversity-when linked with an emphasis on multiculturalism in cross-cultural socialization, cross-cultural organizations, cultural awareness workshops, and diversity courses-is associated with beneficial effects on students' criticalthinking skills, academic success, personal development, cultural awareness, college retention, and participation in social action for democracy.2'10'13 Multicultural learning occurs when educators use diversity as an educational tool, include content related to diversity, employ active learning methods, and create an inclusive, supportive classroom climate.7'12,14 In the absence of diversity, educational outcomes for multicultural learning are severely compromised. Gudeman14 found that campus diversity and multicultural learning cannot be duplicated in a racially and ethnically homogeneous academic setting. These studies support the continued advocacy for affirmative action plans which include recruitment of underrepresented students, high school mentoring and tutorial programs, articulation agreements with community colleges, needbased financial aid awards, and race-sensitive admissions policies.