Infusing Multiculturalism,Identity,and Social Justice in Asynchronous Courses

Abstract

Introduction:

Creating a multiculturally aware and inclusive class is critical with students. The lack of face-to-face contact with asynchronous courses limits instructors’ ability to form relationships with students. A myriad of teaching research provides strategies for incorporating multiculturalism, social justice, and identity into synchronous courses; however, considerably less research exists with asynchronous courses.

Statement of the Problem:

The purpose of the current article is to provide strategies for incorporating multiculturalism and issues of identity into asynchronous courses with a social justice lens.

Literature Review:

I review several published topical and review articles and offer suggestions and strategies that I have used in my own courses and/or in courses I have been involved with.

Teaching Implications:

I discuss the importance of incorporating multiculturalism and identity while maintaining justice in asynchronous courses. Moreover, I offer suggestions and strategies for doing so, from prior to class starting to navigating instances of microaggressions.

Conclusion:

This article builds off and infuses components of counseling psychology into the teaching of psychology to advance instructors’ cultural awareness, skills, and competence with asynchronous online courses.