Table of Contents

Handbook on Teaching and Learning in Political Science and International Relations

Handbook on Teaching and Learning in Political Science and International Relations

Edited by John Ishiyama, William J. Miller and Eszter Simon

With a focus on providing concrete teaching strategies for scholars, the Handbook on Teaching and Learning in Political Science and International Relations blends both theory and practice in an accessible and clear manner. In an effort to help faculty excel as classroom teachers, the expert contributors offer representation from various types of institutions located throughout the world. Split into three distinct parts, this book discusses curriculum and course design, teaching subject areas and in class teaching techniques.

Chapter 16: Teaching about diversity issues

Boris E. Ricks

Subjects: education, teaching and learning, politics and public policy, international relations


The increasing demographic diversity in the U.S. population begun in the past century continues into this century. Projections based on the 2010 Census indicate that the U.S.A. will soon become a plurality nation where no one single group represents a majority. As America becomes more racially and ethnically diverse, millennials will command a broader awareness and deeper understanding of diversity, global significance and cross-cultural perspectives. The nation’s minority population is steadily rising and now makes up roughly 40 percent of the United States, advancing an unmistakable trend that could make minorities the new American majority by mid-century. In the decades to come, students from diverse backgrounds will constitute a substantial portion of higher education coeds. These demographic shifts present both perils and prospects for college and university faculty in general and political science faculty in particular. Should the discipline and/or those who study political science take the lead in teaching, fostering and infusing diversity? The political science curriculum, which ignores, oversimplifies and/or marginalizes the experiences of those who are an integral part of society, not only undervalues but constitutes a disservice to higher education and the discipline in general.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information