Liberal arts colleges have recently struggled with issues of diversity on their campuses. Minority students are often underrepresented and under-supported, and they face micro-aggressions on a daily basis. On some campuses, tensions around issues like race have exploded, as at Middlebury College, where a talk by the libertarian political scientist Charles Murray caused intense controversy in 2017. Liberal arts colleges, like Middlebury, have begun putting into place various programs to deal with their diversity issues. Students at many of them must now fulfill multicultural credits to graduate—credits that are added in addition to traditional distribution requirements in the fields of mathematical reasoning, natural sciences, social sciences, history, and foreign language.
Unfortunately, schools are putting little effort into creating and enforcing these new requirements. If a school is going to mandate multicultural coursework—which they should—they need to put in the work to make sure that it is truly opening students’ eyes. It is often said that the purpose of college is to expose students to broader perspectives and new experiences, and push them outside their comfort zones. If this is true, isn’t learning about cultures other than their own an intrinsic part of this education? Take liberal arts schools, which aim to give students a well-rounded education that makes them knowledgeable about many subjects, as opposed to the career-focused approach they might find at a non-liberal arts schools. This well-roundedness comes in an attempt to challenge students’ beliefs, make them critical thinkers and writers, and prepare them to become global citizens. In this light, it’s obvious that multicultural requirements are as important as any other area that liberal arts schools might require.
These requirements are often constructed in ways that defeat their purpose. While many schools have caught on and made multicultural credits necessary for graduation, they are not always doing so thoughtfully or developing the new requirements in ways that will effectively challenge students—a deficiency that is particularly relevant to the many liberal arts colleges that remain majority white and have low populations of international students. Colleges must take special care in developing multicultural requirements because what constitutes “multiculturalism” is not as clear-cut as natural science or literature. Multiculturalism can take many forms–learning about cultures foreign to one’s own experience, learning about minority cultures in one’s own country, coursework that takes an intersectional approach to issues within the student’s culture. The central focus of multiculturalism must be learning about experiences outside of the student’s own. Some schools are doing this better than others, some are doing it worse. At Middlebury, for example, multicultural requirements have met resistance in the form of student outcry—students must have coursework in two multicultural areas: one course about Europe, one course from AAL—Asia, Africa, and Latin America. This is a problematic division of mandatory coursework because it privileges European/ Western civilization as equal in importance to Asia, Africa, and Latin America combined. In the wake of recent negative feedback from the students, the school’s administration is considering reformatting this curriculum decision. They are right to do so.
Another issue at some schools is allowing classes about minority cultures in the United States to count for their multicultural requirements. Now, this is not inherently a bad thing, and in some cases it is done well—at Mount Holyoke College, if a class about a Western country or North America is to count, it must be about people of color in that country or region, or about people in North America whose primary language is not English. On the other hand, at Wellesley College, classes about queer culture in the United States are deemed adequate—even though some that count toward this requirement do not include the study of queer people of color, which is essential to a class that is supposed to be “multicultural.” These classes have the potential to be multicultural, but as currently constructed are not fully so. In many cases, it all comes down to what is being studied in these classes and how the curriculum is structured. For example, French language and culture classes that don’t address people of color in Paris or countries other than France that have large French-speaking populations, such as the many African nations once colonized by France, don’t count. In most cases, unfortunately, it can be assumed that schools are not taking the right approach. Some colleges are conspicuous offenders, like Columbia University: classes such as Intro to Geography and Intro Biology can satisfy Columbia’s multicultural requirement. It goes without saying that these courses should not count.
Colleges just aren’t trying hard enough to diversify the perspectives their students encounter in the classroom. It’s not just multicultural requirements: it’s literature classes that don’t include any authors of color and women’s and gender studies classes that don’t include the intersections of class, race, sexuality, and gender. College multicultural requirements are an opportunity for academic institutions to challenge themselves and their students. Any college that allows an intro to geography course to satisfy a multicultural requirement is definitely not trying hard enough–even if it has plenty of company.