Incorporating Social Justice and Multiculturalism into the Online Classroom
Presented by Tricia M. Mikolon, PhD and Debra Perez, PhD
Access provided upon registration on “My Courses” page
Multiculturalism and social justice are words that have become intertwined in education, but what do those words mean and how do educators incorporate these into the online classroom? Multiculturalism can be defined as “The presence of, or the support for the presence of, several distinct cultural or ethnic groups within a society” (Dictionary, n. d.), focusing on the diversity of students and educators while striving for the inclusion and respect of each individual considering the interconnectedness of the various identities held by each person, including culture, gender, spirituality, orientation, ethnicity, race, age, ableness, socioeconomic and educational status, and the like. Goodman et al. (2004, p. 795) proposed a definition for social justice to be “The scholarship and professional action designed to change societal values, structures, policies, and practices, such that disadvantaged or marginalized groups gain increased access to these tools of self-determination”. This is embodied by awareness of individual histories and experiences, considering differences in “in developmental status, learning styles, and varying frames of reference for interpretation and application of concepts and skills being learned” (Ramsey et al., 2003, p. 153).
But how does the online educator incorporate these into their courses, regardless of topic? Multiculturalism can be addressed using inclusive language and materials that represent multiple culture and identities as well as providing multiple teaching and assessment modalities that accommodate and reflect various learning styles, abilities, age, and worldviews. Instructors can accomplish this through the incorporation of regular discussions which illicit student feedback and encourage the open sharing of viewpoints and experiences. Social justice issues can be assessed by exploring the societal values, structures, policies and practices that impact individuals within each subject topic of a course openly and freely. Educators can enhance this understanding and appreciation of social justice by supporting student autonomy and valuing the perceptions and experiences of each member of the classroom, supporting each to share their views free from judgement of others. Providing each student with the same opportunities and a “level playing field” upon which to learn reinforces social justice as a fundamental aspect and consideration of each interaction we have in the classroom.
Acknowledging that faculty and students each come from diverse cultures and backgrounds is essential for supporting student success in the classroom. Incorporating materials, creating assignments, using language, and creating a learning environment which both supports and reflects this diversity is imperative. This inclusion and respect create both a sense of community and encourages students to address personal biases and explore other’s viewpoints without fear of retaliation or judgement.
A healthy classroom will consider and incorporate inclusion, advocacy, and collaboration while encouraging autonomy and reveling in cultural differences. Acknowledging differences among members of a classroom allows for the celebration of these unique experiences and perceptions while creating an environment that advocates for self-expression and efficacy. Such a learning environment allows the “complexity of identity” (Mikolon & Hatfield, 2022, p. 56) to be embraces and each member to feel understood and accepted for who they are and what they believe, resulting in an environment that encourages the exchange of ideas and perceptions and fosters successful learning.
This presentation aims to assist learners in developing an understanding and appreciation of both multiculturalism and social justice considerations in the online classroom while learning to assess and incorporate aspects of each into their daily interactions with students. Awareness of these topics, assessing their presence in the current curriculum regardless of topic, and actively creating a learning environment in which both are present, respected, and incorporated enhances student success. This presentation will assist learners in accomplishing each of these and role model these considerations for future counselor educators in their current classes.
Access provided upon registration on “My Courses” page
This program, when attended in its entirety, offers 1.0 APA CEs for Psychologists, 1.0 IL CEUS for Counselors and Social Workers, 1.0 BBS California CEUs for LPCCs, LPSW, and LMFTs, or 1.0 NASP CPDs for School Psychologists.
Multiculturalism and social justice are words that have become intertwined in education, but what do those words mean and how do educators incorporate these into the online classroom? Multiculturalism can be defined as “The presence of, or the support for the presence of, several distinct cultural or ethnic groups within a society” (Dictionary, n. d.), focusing on the diversity of students and educators while striving for the inclusion and respect of each individual considering the interconnectedness of the various identities held by each person, including culture, gender, spirituality, orientation, ethnicity, race, age, ableness, socioeconomic and educational status, and the like. Goodman et al. (2004, p. 795) proposed a definition for social justice to be “The scholarship and professional action designed to change societal values, structures, policies, and practices, such that disadvantaged or marginalized groups gain increased access to these tools of self-determination”. This is embodied by awareness of individual histories and experiences, considering differences in “in developmental status, learning styles, and varying frames of reference for interpretation and application of concepts and skills being learned” (Ramsey et al., 2003, p. 153).
But how does the online educator incorporate these into their courses, regardless of topic? Multiculturalism can be addressed using inclusive language and materials that represent multiple culture and identities as well as providing multiple teaching and assessment modalities that accommodate and reflect various learning styles, abilities, age, and worldviews. Instructors can accomplish this through the incorporation of regular discussions which illicit student feedback and encourage the open sharing of viewpoints and experiences. Social justice issues can be assessed by exploring the societal values, structures, policies and practices that impact individuals within each subject topic of a course openly and freely. Educators can enhance this understanding and appreciation of social justice by supporting student autonomy and valuing the perceptions and experiences of each member of the classroom, supporting each to share their views free from judgement of others. Providing each student with the same opportunities and a “level playing field” upon which to learn reinforces social justice as a fundamental aspect and consideration of each interaction we have in the classroom.
Acknowledging that faculty and students each come from diverse cultures and backgrounds is essential for supporting student success in the classroom. Incorporating materials, creating assignments, using language, and creating a learning environment which both supports and reflects this diversity is imperative. This inclusion and respect create both a sense of community and encourages students to address personal biases and explore other’s viewpoints without fear of retaliation or judgement.
A healthy classroom will consider and incorporate inclusion, advocacy, and collaboration while encouraging autonomy and reveling in cultural differences. Acknowledging differences among members of a classroom allows for the celebration of these unique experiences and perceptions while creating an environment that advocates for self-expression and efficacy. Such a learning environment allows the “complexity of identity” (Mikolon & Hatfield, 2022, p. 56) to be embraces and each member to feel understood and accepted for who they are and what they believe, resulting in an environment that encourages the exchange of ideas and perceptions and fosters successful learning.
This presentation aims to assist learners in developing an understanding and appreciation of both multiculturalism and social justice considerations in the online classroom while learning to assess and incorporate aspects of each into their daily interactions with students. Awareness of these topics, assessing their presence in the current curriculum regardless of topic, and actively creating a learning environment in which both are present, respected, and incorporated enhances student success. This presentation will assist learners in accomplishing each of these and role model these considerations for future counselor educators in their current classes.
This program is pre-recorded and is presented as part of the conference in an asynchronous, on demand format.
After attending this intermediate-level program, participants will be able to:
- Describe the importance of multiculturalism in the online classroom.
- Describe the importance of social justice consideration in the online classroom.
- Identify multicultural and social justice considerations in the online classroom to enhance student success.
This program meets APA’s continuing education STANDARD 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.
This program meets APA’s continuing education GOAL 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.
General Admission: $20
The Chicago School Faculty/Staff/Alumni: $10*
The Chicago School Students: $15*
(*Please email [email protected] for coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
Arieh, A. B. (2019) The challenges of working in a multicultural society (and how to overcome them). Forbes Nonprofit Council. https://www.forbes.com/sites/forbesnonprofitcouncil/2019/01/02/the-challenges-of-working-in-a-multicultural-society-and-how-to-overcome-them/?sh=524b49bd4fa1
Goodman, L. A., Liang, B., Helms, J. E., Latta, R. E., Sparks, E., & Weintraub, S. R. (2004). Training counseling psychologist as social justice agents: Feminist and multicultural principles in action. Counseling Psychologist, 32(6), 793–837. https://doi.org/10.1177%2F0011000004268802
Liston, D. D., & Rahimi, R. (2017). Promoting social justice through the scholarship of teaching and learning. Indiana University Press.
Mikolon, T. M., & Hatfield, T. (Eds.), (2022). Foundations, principles, and techniques of online teaching. Cognella.
Nganga, L., & Kambutu, J. (2016). Social justice education, globalization, and teacher education. Information Age Publishing, Inc.
Ramsey, P. G., Williams, L. R., & Vold, E. B. (2003). Multicultural education: A source book (2nd ed.). Routledge.
Thinkimpact.com (n. d.) eLearning statistics. Retrieved February 16, 2022, https://www.thinkimpact.com/elearning-statistics/#:~:text=Around%204.8%25%20offered%20all%20courses,equipped%20with%20digital%20learning%20tools
Tricia M. Mikolon, PhD, Assistant Professor at the University of the Cumberlands and Adjunct at TCS
Tricia has extensive experience teaching in the online format and incorporating both multiculturalism and social justice into the classroom. She has also co-authored a chapter and article on this topic and their importance in counseling, as well as book highlighting each of these in the online counseling and teaching. She has acted as a co-editor on a book on online counseling.
Debra Perez, PhD, Assistant Professor, Liberty University
Debra has extensive experience teaching in the online format and incorporating both multiculturalism and social justice into the classroom. She has also co-authored a chapter and article on this topic and their importance in counseling, as well as book highlighting each of these in the online counseling and teaching.
Target Audience: Mental health professionals, educators, and students.
Psychologists. This program, when attended in its entirety, is available for 1.0 continuing education credits. The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159
Social Workers. This program, when attended in its entirety, is available for 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs: Course meets the qualifications for 1.0 hours of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.
School Psychologists. This program, when attended in its entirety, is available for 1.0 hours of continuing professional development. The Chicago School of Professional Psychology’s School Psychology Program is approved by the National Association of School Psychologists to offer continuing professional development. The Chicago School of Professional Psychology maintains responsibility for this continuing professional development activity.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.