The increasing diversity of college students has necessitated increased attention to multiculturalism in content courses. Although few people would question the merits of incorporating issues of diversity within content courses, the means of doing so remain open to debate. In this article, I examine not only the reasons for infusing issues of diversity into psychology courses, but also some of the challenges involved. I make recommendations for judiciously addressing diversity in a process-oriented fashion that does not promote ethnocentrism.
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