A multicultural framework: Transforming curriculum, transforming students

This paper discusses efforts to bring a multicultural perspective to a 200-level course on the sociology of health and aging as a means of addressing broader multicultural curriculum transformation issues. This course uses a systems of inequality approach. The selection of compatible reading materials is discussed, as is the challenge of introducing small-group work to provide more direct exposure to the privileges and disadvantages in students' lives. Four semesters of small-group work are summarized in the content analyses of students' responses to four questions: What is a source of pride in your racial/ethnic background When have you been discriminated against? When have you discriminated against others? How are you privileged? Results reveal an implied white racism, frank gender discrimination toward women, a tendency to personalize and individualize discrimination toward others, and perceived class privilege with regard to education. These findings are discussed within the context of the systems of inequality approach, within the context of the course, and within the wider multicultural transformation enterprise.