Open access peer-reviewed chapter
Abstract
This chapter presents general considerations to be taken into account at institutions of higher education to recognize, respect, and comprehensively deal with the needs of people who, because of their diversity, have seen their learning processes compromised, or who, within this educational context, have perceived micro-aggressions or expressions of discrimination, with particular emphasis on the importance of and need to carry out processes for sensitization about this topic; they should be co-created by the same people who make up the academic communities, so that those considerations can be better implemented, over time, and institutional cultures can be consolidated, based on comprehensive attention, respect, and recognition for the diversity of all persons.
Keywords
- comprehensive care
- diversity
- equity
- higher education
- inclusive education
1. Introduction
Diversity is understood as the sets of characteristics with which human beings are born and which may or may not change throughout their lives according to their context, and makes each individual unique and different from others in terms of age, physical aspect, place of origin, geographical location, cultural or ethnic legacy, socioeconomic level, intellectual, sensorial, psychic and physical capacity, gender expression, sexual orientation, or ideological or political affiliation [1, 2, 3]; over the course of approximately 40 years, it has become a topic that poses new challenges for institutions of higher education, because it has made them reconsider inconsistent biases, the inertia of traditions, ideas of uniformity, and the relevance of education based only on specialized knowledge of a particular discipline and has led them to broaden their vision towards educating human talent with skills for healthy coexistence in diverse social environments at the local, regional national, and even global levels [4, 5, 6].
In their efforts to surmount those challenges, institutions of higher education, within their educational communities, have identified a barrier that impedes adequate management of this diversity. It is because some people are unaware that human reality is diverse, that this diversity is positive, and that it has an aggregate value when it goes beyond mere tolerance and promotes the development of attitudes for participation, dialog, learning, empathy, cooperation, recognition, respect, and acceptance of differences [7, 8, 9]. This barrier poses a new challenge for these institutions, which consists of making everyone in the educational community aware and finding the best way to promote the above-mentioned attitudes to enable them to identify needs that may derive from diversity and could foster application of the principles of equity and inclusion in response to situations that arise in daily life.
Given the above, the objective of this chapter is to compile some general considerations, with the aim of providing a guide for institutions of higher learning to surmount the challenges demanded by the current globalized context, in the framework of equity and inclusion. In this sense, equity is understood as the fair treatment that must be given to all people in accordance with their diversity and the concrete needs that this generates, by making reasonable adjustments to guarantee access to opportunities under equal conditions [10, 11]; and inclusion is understood as ways in which people can feel accepted, accompanied, valued, and respected within the institutions of higher education and thereby strengthen their sense of belonging to them [12].
2. Critical management of diversity in the context of higher education
Critical management of diversity in contexts of higher education arises directly from how this is dealt with inside of these educational institutions, because frequently, people who are part of the academic community automatically know that all human beings are different from one another, but with regard to academic aspects, they continue to assume that everyone has similar contexts, likes, thoughts, capacities, attitudes, and aptitudes. They therefore continue to operate under ideals of uniformity that change when certain individuals, who belong to collectives associated with historically excluded diversities, act according to their experiences, traditions, beliefs, personal histories, and languages. In doing so, they thus fall outside of the norm or of what is socially accepted by the majority and generate a negative association between these individuals and their diversity. This in turn produces fragmented visions of reality, stereotypes, and prejudices about what each person must and can know, do, and be [13].
That is why when critically managing diversity, it is essential to first identify perceptions in the academic community that could exist regarding diversity and to then work gradually in the transformation of their discourses around those fragmented visions, stereotypes, and prejudices that revolve around diversity. In that sense, the most viable way to carry out those processes to identify perceptions and transform discourses is through the co-creation and implementation of educational strategies for sensitization about diversity, which not only involve improving the biased attitudes of people in the community towards people from minority groups but also to attempt to promote the development of positive intergroup attitudes and foster inclusive behaviours [14], based on activities that enable participation, interaction, dialog, mutual learning, the development of empathy, the valuing of the social-cultural capital of others, recognition, respect, acceptance of differences, and cooperation among all members of the community [15]. In this sense, the following are some educational strategies for sensitization about diversity that are most used in contexts of higher education.
2.1 Educational strategies for sensitization about diversity
The term educational strategy for sensitization is understood as the set of intentional activities whose objective is to enable the community that is part of an academic context, to gradually deconstruct, construct, and appropriate new knowledge and ideas about a particular topic. This relies on its capacity to feel, become aware, and rethink the elements of the cultural environment [16], when applying them to literature consultation for those actions that are most often developed in the contexts of higher education to identify perceptions, stereotypes, and prejudices and to transform discourses and attitudes around diversity. These in turn have revealed a series of activities that ideally must be developed as a whole, periodically, and constantly over time, like a fine drizzle, to have greater impact and true sensitization about diversity [17]; these are presented below in Figure 1, where the most recurrent ones appear in the bottom part and the less recurring ones in the upper part.
Figure 1.
Activities for sensitization and training about diversity that are most often found in the literature.
As can be seen in Figure 1, the activity to sensitize people about diversity that is most often used in contexts of higher education consists of carrying out congresses, encounters, symposiums, or seminars, in which conferences, conversations, panels, forums, or courses are held [18, 19, 20, 21, 22], and whose working topics revolve around recognition and attention to diversity. It is worth mentioning that one of the factors that makes this type of events more attractive, it is when within their framework, certificates, recognitions, souvenirs, or prizes are awarded that stimulate the attendees to continue to take part in this type of educational strategies and to put into practice the knowledge and experiences acquired in the course of carrying them out [23].
The second activity that frequently appears to sensitize and generate changes in day-to-day activities regarding attitudes towards diversity is the workshop [24, 25, 26], which typically has a playful and dynamic composition [27] and is developed based on experiential techniques in which assertive language, listening, empathy, mutual support, and accompaniment by the participants predominate [28]. The main contents at these workshops suggest reviewing those associated with the development of societies based on national and international regulatory frameworks and inclusive education involving intercultural perspectives; the impact of family characteristics in building societies and the multiple sources that give rise to diversity in the specific context of higher education, so that on that basis, to structure different modalities of intervention that help to build new institutional cultures [20].
Another important characteristic of the workshops is that they must be structured in three large phases, which begin with a technical phase to provide the participants with the suggested contents; followed by a practical phase in which experiential techniques are carried out with a high emotional component to then go to the third phase of analysis and reflection that enables the participants to critically extract the most relevant conclusions from the workshop and generate commitments that incentivize them to put into practice what they have learned [29]. At the same time, to strengthen the processes for communication, learning, collaboration, and teamwork within the workshop, it may incorporate another type of activities such as exercises for self-regulation and self-motivation, role-playing games, simulations, reading, analysis, and reflection on texts associated with diversity, surveys, roundtables, debates, or focus groups [30, 31, 32, 33, 34].
The third activity consists of self-expressive or productive exercises that provide entertainment and enable the participants to create narratives, poems, stories, drawings, or glossaries based on their experiences regarding diversity, while people who carry out production exercises to provide entertainment create or work on the development of advertising campaigns on radio and television, movies, short films, documentaries, videos, fold-outs, brochures, posters, murals, concerts, games, photographs, and sports activities, to make spectators aware of certain facets of diversity [35, 36, 37].
The fourth area consists of intercultural classroom activities at institutions of higher learning, which include case studies, interviews with people from collectives that have been historically excluded because of their diversity, and the creation of courses about inclusive education, intercultural education, or about civic skills [38, 39, 40]; this activity also includes carrying out art and sculpture expositions, theatre works, dance presentations, folkloric expositions with traditional dress, typical gastronomy, and the celebration of commemorative days or anniversaries according to the type of diversity to be sensitized [41, 42].
Regarding activism or cyber activism, we may affirm that it makes use of digital tools, such as webpages, blogs, and social networks, to carry out social and political changes in the communities of higher education, through its use by people who are part of historically excluded collectives due to their diversity, and who have felt marginalized or violated in different contexts; they can thus share their stories, feel less isolated, transmit information that can help make the public aware of the difficulties surrounding certain types of diversities, call for collective action, denounce aggressions, focus on educational institutions, reduce the dynamics of power, and enter into contact with other activists to achieve amplification of their voices. In doing so they can avoid running the risk of suffering the differential consequences or repercussions that normally derive from traditional activism [43].
The other activities that appear in the upper part of graph 1, such as carrying out student exchanges [44], the development of university extension by the students and learning activities based on community service [45, 46, 47]; the execution of solidarity campaigns [48] or the reorganization of texts in the libraries according to whether their authors were masculine, feminine, or mixed [49] appear less frequently in the literature because of the difficulty involved in their applicability in all tertiary education contexts, and because in certain institutions of higher education, they have consolidated positive results about sensitization about diversity.
Regarding the modality in which activities inherent to an educational strategy for sensitization are carried out, they could be implemented in environments that are completely on-site, completely virtual, or mixed, which combine both on-site and virtual aspects. To enable the participants to create processes for mental openness, strengthened empathy, and solidarity, autonomously reflect on their own values, become aware, and develop attitudes and abilities about diversity as part of a varied and plural society, they must be able to freely take part, form groups, interact with each other and with other people, and carry out cooperative work. Any of these actions can be carried out in any of these three modalities, although, in accordance with the public to which these strategies are directed, the virtual modalities provide greater flexibility in terms of time and resources for the members of the educational community, whereas the on-site modalities can enable a more meaningful and conscious interaction; thus, the mixed modality could therefore be the best option of the three [21, 26, 32, 38, 43, 47].
The professional profile of the people who could lead and develop educational strategies for sensitization could involve expert instructors on diversity, of different ages, from diverse contexts and disciplines; for example, cultural anthropology, pisciculture or fish farming, sociology, social work, or pedagogy. These people, regardless of their academic training, must have expertise in the application of varied methodologies according to the specific activities on which they will work when developing these strategies [41].
On the other hand, in relation to the public at which the activities of the educational strategy for sensitization in the context of higher education are directed, they must not only be aimed at students [50], but must also involve managerial personnel of the institution [51], administrative and support personnel [52], teachers [24, 25, 45, 53], and alumni [30, 33] along with the students’ families, because individuals bring with them certain ways of thinking or prejudices from their family contexts that generate attitudes of stigmatization and discrimination against those who are different from the socially accepted majority; by fostering consensus about beliefs, principles, and attitudes present in all members of the academic community at the educational institution, these educational strategies for sensitization could be more useful and have a greater impact as they slowly permeate through the rest of society [20, 48, 54].
To end this section, an important matter to consider is that participation by people from the academic community in activities for an educational strategy for sensitization must be voluntary and absolutely autonomous. That is because people generally respond to compulsory training with anger and resistance, so that they subsequently react negatively and with greater animosity towards people who belong to certain collectives marked by their diversity, thus avoiding a change in thinking and in future behaviour [14]. However, the importance of carrying out these educational strategies for sensitization and training in response to diversities in contexts of higher education stems in response to the need felt by people who are part of these academic communities to know how to act in certain situations that fall outside of what is habitually and normally accepted and expected by the majority; it is therefore essential that the activities and logistics of the educational strategies be agreed upon and co-constructed by the academic community itself so that its members can feel more motivated to voluntarily participate and the effects of the strategies will thus be more effective.
In accordance with the above, whenever the members of the academic communities in the context of higher education have become sensitized about diversity and as a result of this sensitizing process, use a shared language at the institutional level regarding diversity and have a common horizon about comprehensive attention that must be offered in response to the needs that this diversity can generate; they can then be said to be ready to advance towards the formulation and creation of institutional policies for recognition, respect, and attention to diversity, which would simultaneously support and give rise to the development of other institutional actions such as the creation of institutional committees and offices for diversity, equity, and inclusion and attention to the needs of the community through a wide range of programs and services and the strengthening of research regarding diversity. Each of these activities is described in greater detail below, in the subsequent sections.
2.2 Institutional policies for recognition, respect, and attention to diversity
According to the Office for Institutional Planning and the Department of Institutional and Sectorial Planning of the Ministry of Labor and Social Security of Costa Rica [55], an institutional policy arises from a decision by the institution in response to a particular topic, which when presented in writing becomes a guide, a logical framework or homogenous guidelines, so that all members of that institution will have defined limits within which they can operate for decision-making and application of protocols in response to certain situations derived from the topic addressed by the policy.
In this sense, recognition, respect, and attention to diversity in contexts of higher education also require the formulation and creation of an institutional policy for that purpose [56, 57], which, pursuant to currently in effect laws and regulations, must become part of the institutional DNA and its corporate values, through clauses in which:
A unified language is used along with a shared horizon about diversity.
Fulfilment of the fundamental right to education and free access to educational services is emphasized.
Pluralism, participation, flexibility, democracy, and the convergence of ideas are promoted.
Educational service is developed based on principles of inclusion, equity, and equality of opportunities for all people.
Educational practices are improved and guided based on patterns of acceptance, understanding, and support for the student body.
No discriminatory agreements or attitudes are tolerated and are instead fought against.
People are educated who are able to insert themselves and actively take part within the local, regional, national, or global labour markets.
As long as institutions of higher education have an institutional policy for recognition, respect, and attention to diversity, it is much simpler to implement the activities listed below, given that the development of each does not involve an isolated or chance event, but rather corresponds to a series of carefully intentioned and concatenated activities, as part of the institutional decision to recognize, respect, and deal with all members of the academic community, in relation to the needs that could be generated based on their diversity [56, 57].
2.3 Creation of institutional committees and DE&I offices
Once there is an institutional policy, the next step is that inside the institution for higher learning, an office must be created for matters associated with diversity, equity, and inclusion, or DE&I. It must be run by a director for DE&I matters, who in turn must consolidate an institutional DE&I committee consisting of an interdisciplinary group, which must include not only managerial personnel from the institution but also voluntary personnel with a genuine interest in diversity and from different institutional offices and ideally people who belong to diverse collectives [22, 36]. The purpose of this committee must be aimed at working towards building an institutional culture of recognition, respect, and attention to diversity based on equity, inclusion, and guarantee of the fulfilment of human rights, based on three lines, namely, diagnosis, planning and development, and evaluation [56, 57], each of which is explained in Figure 2.
Figure 2.
Functions of the DE&I committee.
2.4 Comprehensive attention for the needs of the community according to the diversity present
Comprehensive attention to diversity in the context of higher education requires educational institutions to allocate a sufficient and constant flow of funds to enable the offices for matters associated with diversity, equity, and inclusion or DE&I, to carry out a wide variety of programs and services aimed at responding to the characteristics and needs for diversity of people who make up the academic community, with particular emphasis on this funding being assumed as a “productive investment” and not as an expense or a waste of money, with the aim of ensuring the well-being of all members of the community and generating optimum conditions to guarantee access to education services and employment, retention, academic and professional success and for alumni [58]. It is also important to develop effective socialization processes and continual dissemination of these programs and services to all members of the university community, with the aim of fostering their collective participation [56]. Some of these programs and services are specifically shown in Figure 3.
Figure 3.
Programs and services to comprehensively deal with community needs according to their diversities.
When constant teacher training programs are mentioned in Figure 3, regarding everything associated with diversity, it is worthwhile to clarify that of all interpersonal relationships that can be developed within an academic community, among the directors, administrative and support personnel, alumni, families, professors, and students, the relationship between professors and students is the main basis for learning processes or regarding which the conscious or unconscious way that microaggressions or expressions of discrimination within an educational context can be accentuated. It is therefore indispensable that instructors at institutions of higher education have not only the initial academic education and training in their particular disciplines, but also specific attitudes and constant training, to develop a suitable profile that enables them to understand and comprehensively deal with student diversity, both within and outside of the classroom. This involves inclusive high-quality teaching processes that are welcoming, avoid standardization, satisfy the needs and expectations, and facilitate significant learning based on the consideration of people’s possibilities, potentialities, and interests [59, 60].
With respect to specific attitudes that teachers and institutions for higher education must have regarding diversity, it is desirable that they maintain an open, positive, and flexible attitude given that diversity is an inherent characteristic of society and is therefore present in the students in the classroom. These are thus spaces where there is coexistence among heterogenous groups with specific educational needs; viewed more optimistically, they could become an opportunity for professors to innovate in the planning, organization, and improvement of their educational practices and students’ experiences in the classroom through flexible and relevant adaptation of the contents, methodologies, didactic materials, evaluative processes, and strategies for forming groupings [61, 62].
Similarly, teachers in terms of their attitudes are called upon to be aware of the responsibility and social commitment of their profession, which goes way beyond the simple role of instructor; they are also called upon to provide opportunities to face their own fears of the unknown or with respect to what is different; to develop a broad humanitarian and critical sense about the reality that surrounds them; to conceive of education as a cultural process able to integrate and transform the members of society and to cultivate empathetic interpersonal relationships with the students; these in turn allow them to become aware of their rhythms of learning, valuing their achievements, and creating connections that enable them to reach flexible and versatile agreements focusing on what they need and not on what they cannot now do or be [58, 59, 60, 61, 62].
Now there is a clear difference between what teachers must work on with the students in the classroom for academic training and the development of skills, both in their disciplines as well as intercultural, and the constant training that teachers must receive to enable them to cultivate in the students all of those capacities, and abilities, interests, motivations and skills to peacefully and empathetically coexist with that which is different, because the former cannot exist without the letter. A proposal for this differentiation is presented in Figure 4.
Figure 4.
Aspects in which teaching personnel must be trained and aspects that the teacher must work on with the students.
2.5 Strengthening of research into diversity
A very important aspect within what is considered true comprehensive attention to diversity in environments of higher education is the strengthening of research into diversity, because something cannot be comprehensively understood and addressed if all facets around the topic are not holistically and completely known. That is why another way of addressing diversity in higher education could be through the creation of lines of research that deal with the complexity of the diversity, because this would facilitate multidisciplinary processes of inquiry, identification, and understanding of the student climate conditions associated with microaggressions, high levels of repetition, marginalization, and school failure. Based on a variety of research methodologies, specific methods could be designed for action and for relevant and effective interventions to foster improvement in teaching processes and educative results, which would provide support to enable academic community members to see and understand diversity from other perspectives and thus be able to reflect about their own values, attitudes, and practices in that regard.
Strengthening research around diversity would also make it possible to characterize the student body, know its needs, and propose possible ways to satisfy them, value their knowledge, and analyse relationships of power among groups that have been historically affected by inequality, intolerance, and discrimination, to understand their conditions of subordination by social, cultural, and economic systems. Another way in which research plays a fundamental role is through collaborative work that can be carried out among educational institutions, through their participation in research networks in which they exchange and share successful experiences, materials, research, publications, and strategies in the inclusive treatment of the diverse student body [63].
3. Conclusions
Everything that has been presented throughout the text as recommendations to critically deal with diversity proposes a gradual and sequential route that academic communities of institutions for higher education could follow. They could thus develop ideological, conceptual, political, instrumental, and practical transformations that convert these institutions into open, flexible, inclusive spaces able to adapt to a diverse student body and to provide high-quality educational services that favour true human and social development of all subjects, regardless of their conditions. It thus depends on these institutions making the decision to follow this route to surmount the challenges demanded by the current context of globalization in the framework of equity and inclusion, given that they must be transformed to favour learning processes based on dynamics that transcend disciplinary knowledge towards training in recognition, respect, and attention to differences, which, to summarize, is what makes these educational institutions into venues with true social relevance.
In that sense, it is important that higher education institutions be aware that their collective transformation in the face of diversity will give students the opportunity to receive an educational service in which they will have opportunities for participation and coexistence for their comprehensive personal development in both academic and social terms. And in which they will be able to relate their lessons learned to the needs of the surrounding community to actively intervene in the world by developing job skills that will enable them to maintain better interpersonal relationships with people from different context and therefore different work teams, while they provide their services to society. This in turn results from the strengthening of their understanding, empathy, compassion, collaboration, and creativity in resolving problems, given their ability to deal with them from different perspectives with the aim of improving people’s quality of life and creating new opportunities to satisfactorily achieve their social mobility. If on the contrary, the institutions of higher education remain reluctant to go through the transformations demanded by diversity, their academic communities will not become sensitive about the topic, and as a result, discrimination and intolerance may persist from those same educational environments, interests, and exclusion, thus generating difficulties in processes for teaching-learning, increased dropping out of school, the appearance of mental health problems due to the existence of hostile environments, and difficulty in identifying and resolving problems of the community.
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