From numerical to comprehensive inclusion: utilizing experiences in the USA and South Africa to conceptualize a multicultural environment

Abstract

This paper offers a critique of approaches to racial inclusion in the USA, and recommends that institutions of higher education adopt a more comprehensive approach. In particular, it argues that most approaches to racial inclusion in the USA focus on increasing the numbers of racially diverse students, or numerical inclusion. Despite the relative success of this approach, inequalities experienced by African American and other minority-group students attending predominantly white universities suggest that a more comprehensive approach to inclusion should be pursued. A comprehensive approach to inclusion would involve an examination of institutional characteristics to determine how policies, practices and programmes challenge African American and other minority-group students' success. For example, such an approach would involve a reconceptualization of the measures used to determine access, the nature and structure of curricula and teaching pedagogy.