Literature Overview: Diversity, Inclusion, and Cultural Awareness for Classroom and Outreach Education

Students in the U.S. educational system are increasingly diverse, and this diversity is reflected in science, technology, engineering, and mathematics (STEM) fields. Diversity in education encompasses students from many races, genders, and socioeconomic backgrounds; students who speak a variety of languages; and students from many cultures. For instance, ethnic diversity increased by 5% across primary and secondary public schools from 2000 to 2007 (Aud, Fox, & KewalRamani, 2010). Diversity is also evident in the socioeconomic make-up of students, with almost half of 4th graders in public schools meeting the eligibility for free or reduced-price lunch programs (Aud et al., 2010). Diversity is also increasing in higher education, with a higher percentage of women than men enrolling in and graduating from college (Kleinfeld, 2009; Snyder & Dillow, 2010). The past three decades have seen increases in racial and ethnic minority students across the educational system (Snyder & Dillow, 2010), and racial and ethnic minorities attending college will continue to increase as the demographic makeup of the U.S. population continues to change (Murdock & Hoque, 1999; Murdock & Swanson, 2008). Although the education system is becoming more diverse, students who come from stigmatized groups (e.g., groups that are the target of negative stereotypes, prejudice, and discrimination) still perceive barriers to education. These perceptions may be the result of both actual differences in the treatment of students in the classroom and the inability of educators to understand students and be sensitive to and inclusive in teaching styles and content. Thus, this overview examines how to achieve greater diversity, inclusion, and cultural awareness in the classroom. Although this topic is relevant to numerous groups of students, the focus will be on diversity and inclusion as they relate to gender and race.