Cultural Sensitivity in the Distance Learning Sphere

Cultural Sensitivity in the Distance Learning Sphere

Nancy Thomas, Crystal A. Brashear, Rebecca Mathews, Donna Hickman
Copyright: © 2024 |Pages: 15
DOI: 10.4018/978-1-6684-8908-6.ch008
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Abstract

As the old adage states, “With great power comes great responsibility.” Distance education is a double-edged sword – one with great power and also great responsibility. It can impact millions more than the average brick-and-mortar program, which increases the need for sensitivity to those receiving the learning. The need for competence related to multicultural factors in distance education is greater now with the sharp rise in popularity. In 2016, there were over 6 million students in the United States utilizing distance education, half of whom were fully remote. This begets the need for awareness and training at an institutional level to combat the lack of sensitivity and effectively equip students of all backgrounds to adjust to the virtual world. Students, instructors, and institutions will be best equipped to carry the load with careful attention to the three core components of professional training, professional development, and professional identity. This is an ethical and professional responsibility.
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Literature Review

Multicultural Competence

With the rapid growth of immigrants in the United States, it is easy to see the need for sensitivity to the diverse needs and expectations of the various cultures represented. Often, we are trapped in a Western worldview that blinds us to the needs of other populations that might look different than our own. Unlike the helping professions where multicultural competence training is provided and assessed, many other schools of thought may not emphasize this in the same way (Attilee, 2019). According to the Pew Research Center (Budman, 2020), the number of foreign-born individuals in the United States in 2018 was 44.8 million, or about 13.7% of the entire population. By 2065, 88% of the population is projected to be immigrants or descendants of immigrants in the United States (Budman, 2020). With the growing diversity comes the responsibility to appropriately honor the needs that arise.

Distance Education

The mainstream classroom has shifted significantly over the last several decades as distance education continues to rise in popularity (Seaman et al., 2018). There has been a similar strength in the decline of residential students, a reduction of over a million students between 2012 and 2016 (Seaman et al., 2018). For many students, the shift to distance education may have been the only way they could secure higher education training along with full-time jobs and other responsibilities (Ragusa & Crampton, 2018). In the Fall of 2021, 9.4 million students, or 61% of undergraduate students, were enrolled in at least one online class, according to the National Center for Education Statistics (2022). What was once housed in a brick-and-mortar institution is now largely housed in a digital world where the potential impact is far greater. Students from around the globe can have immediate access in moments. Distance education may eliminate the need for international students to relocate, secure visas, and leave their homes to be able to secure a prolific educational experience (Kung, 2017). Distance education also provides institutions access to a larger collection of instructors and faculty members (Snow & Coker, 2020). The benefits are many, but the challenges are too.

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