Teaching diversity across disciplines: Reflections from African-American faculty in four different academic settings

The authors, male and female African-American faculty from different academic disciplines at predominantly white institutions, share personal reflections on their experiences teaching postsecondary graduate and professional courses that focus on diversity and multicultural themes. This article provides tools and strategies for improving the overall effectiveness for those who teach diversity courses from a framework the authors have codifi ed as a "3-C" perspective: context, characters, and curriculum.