Is the Diversity Issue a Non - Issue in Mainstream Academia ?

Many educators today have been unpretentious about regarding mainstream thought as the supreme channel through which knowledge is disseminated. This may be the product of minds that appreciate the mainstream’s intellectual contribution, positively or otherwise, to humanity. However, the growing cultural diversity of the United States makes it incumbent on educators to have a better understanding of the diverging values, customs, and traditions among all learners with different multicultural experiences as the minority thought or view may be just as equally legitimate and valid as the mainstream. The melting pot metaphor, which used to be a prototype of the assimilation of immigrants into the United States, does not apply any longer because it does not in reality describe the country accurately. Rather than a melting pot, we actually have a tossed salad in which every segment maintains its own character, but adds a new spice to the whole, as immigrants to the United States do not lose their identity (Broman, 1982). However, because issues concerning diversity are delicate and complex, many educators adopt a hands-off approach to them. Diversity, however, pervades and persists no matter what the consequences are. Educators, therefore, need a better understanding of the different rich cultural tapestry of the nation that is increasing daily because schools have never offered any enthusiastic welcome to student differences (Perez, 1994; Manning & Baruth, 2000). This article examines why educators should be concerned with cultural diversity in the United States classrooms, spotlighting on demography, stereotyping, socio-economic class, different learning styles, and achievement/cognitive processes. The problems and challenges that educators encounter daily, including lack of genuine educational and societal support, lack of teacher knowledge, parental disapproval, and lack of materials will also be addressed. The final look focuses on issues like responsive diversity/multicultural education programs and globalism in teacher education programs, drawing instances from the authors’ own personal experiences.