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It argues that expertise in identity, gender, ethnicity, and postcolonial studies often fails to translate into classroom practice when students’ faiths, values, and myths differ from mainstream assumptions. Drawing on demographic and teaching data, it examines why diversity conversations remain theoretical and proposes a more specific, honest dialogue on supporting culturally and religiously diverse student populations through better anticipation and productive response to difference.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-crossing-multicultural-borders-students-faculty-and-difference-in-the-university-classroom/597771/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-crossing-multicultural-borders-students-faculty-and-difference-in-the-university-classroom/597771.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do the author’s concerns focus on English PhD preparation for multicultural classrooms?","Question",{"text":112,"@type":113},"The author argues that English departments often prepare graduates for theoretical cultural studies but leave them ill-prepared for students whose identities, values, faiths, and myths differ from mainstream assumptions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the document say about why discussions of teaching diversity are often limited?",{"text":117,"@type":113},"It links the scarcity of focused examinations to factors such as graduate training aligned with specific institutions and a tendency to treat diversity largely as theory rather than practical teaching guidance.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the author connect acknowledging differences to improved teaching and learning?",{"text":121,"@type":113},"The text contends that differences carried into the classroom shape the learning environment, so instructors should anticipate and respond productively instead of avoiding or minimizing difference.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597771,1792171203,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","THE CEA FORUM  \nWinter/Spring 2010  \nCrossing Multicultural Borders:  \nStudents, Faculty, and Difference in the University Classroom  \nWANDA CREASER  \nTexas A & M International University  \nWith all the emphasis on theoretical and cultural studies in literature programs and in rhetoric and composition programs today, English departments seem to believe, perhaps by default rather than careful reflection, that their PhD graduates are well prepared for the multicultural reality of U.S. colleges and universities. Scholars and teachers with PhDs in English are well-versed in identity studies, gender studies, ethnicity studies, and postcolonial studies. They are very good at talking and writing about these subjects in the abstract. However, when facing a classroom of students who come from cultural backgrounds considerably different from the hypothetical college student ’s, with identities, values, faiths, beliefs, and myths unlike those of mainstream America, they—we—are woefully ill-prepared.  \nThe most complete body of literature on diversity in the classroom, quite reasonably, focuses on language issues. However, less tangible elements of culture, invisible within statistical data, are divorced neither from student performance nor faculty success in the classroom. I would like to encourage a more open and honest dialogue about teaching diverse student populations at the college level, populations representing cultures, religions, social classes, and ethnic backgrounds unlike our own, whatever our own may be. I do so with the hope we can build a body of literature on the subject, as the existing literature is sparse. Furthermore,  \nTHE CEA FORUM  \nWinter/Spring 2010  \nit tends frequently to be so short on specifics as to be of little assistance to faculty seeking information and guidance on how best to serve their students. 1 A variety of factors contribute to the silence, including the proclivity of English PhD programs to prepare students for institutions like the ones from which they are graduating, where undergraduate demographics may differ substantially from the demographics of “teaching” institutions, and where discussions of diversity remain largely theoretical. Only thirty-three percent of PhDs in English who acquire faculty positions (full-and part-time) do so at research institutions; the rest are spread out across the country, primarily at regional universities and community colleges (Laurence 12) . These regional universities and community colleges, along with liberal arts colleges, enroll approximately seventy-five percent of the undergraduate population in higher education (Higher Education Fig. 2-1) . Moreover, statistics on “race/ethnicity” reveal that eighty percent of faculty in higher education are White (Digest of Education Statistics Table 253) . The numbers may help explain the scarcity of focused and frank examinations of teaching and diversity.  \nUndoubtedly, a fear of stereotyping or ethnocentricity has resulted in ambiguous references to culture in the classroom or, more often, to avoidance of the topic altogether, but I would suggest that nothing is more ethnocentric than pretending everyone is the same. By our omission, we also pretend the classroom is devoid of human beings and their emotions. More than twenty-five years ago, poet and feminist Audre Lorde noted the serious error we make when we fail to acknowledge differences among groups of people:  \nCertainly there are very real differences between us of race, age, and sex. But it is not those differences between us that are separating us. It is rather our refusal to recognize those differences, and to examine the distortions which result from our misnaming them and their effects upon human behavior and expectation.  \nTHE CEA FORUM  \nWinter/Spring 2010  \nAnd:  \nToo often, we pour the energy needed for recognizing and exploring difference into pretending those differences are insurmountable barriers, or that they do not exist at all (emphasis mine).","cbCaikJf3H2odzAf","https://ap.wps.com/l/cbCaikJf3H2odzAf","pdf",88624,23,"English","# Crossing Multicultural Borders\n## Theoretical preparation vs classroom reality\n## Why diversity remains sparse and unspecific\n## Stereotyping, ethnocentricity, and the need to acknowledge difference\n## Cultural assumptions shaping learning environments\n## Potential classroom conflicts and demographic transformation","[{\"question\":\"Why do the author’s concerns focus on English PhD preparation for multicultural classrooms?\",\"answer\":\"The author argues that English departments often prepare graduates for theoretical cultural studies but leave them ill-prepared for students whose identities, values, faiths, and myths differ from mainstream assumptions.\"},{\"question\":\"What does the document say about why discussions of teaching diversity are often limited?\",\"answer\":\"It links the scarcity of focused examinations to factors such as graduate training aligned with specific institutions and a tendency to treat diversity largely as theory rather than practical teaching guidance.\"},{\"question\":\"How does the author connect acknowledging differences to improved teaching and learning?\",\"answer\":\"The text contends that differences carried into the classroom shape the learning environment, so instructors should anticipate and respond productively instead of avoiding or minimizing difference.\"}]","THE CEA FORUM - Crossing Multicultural Borders: Students, Faculty, and Difference in the University Classroom | PDF",1792085674,58]