Preparing instructors of adult learners to address the needs of minority students

In predominately Caucasian educational systems, diversity in the classroom is becoming a fast-growing phenomenon. With this new phenomenon, adult instructors now have a new challenge of facilitating learning in an environment where the learners not only have different learning capabilities, but also language and cultural differences. The reviewer answers the following questions: what are the important considerations for instructors to prepare diverse adult learners for corporate work environments, higher education, and K-12 professional development? And what are the appropriate cultural specific media and literature resources to include in training? The literature collected focused on resources related to teaching adult minority learners, instructor challenges of teaching diverse adult learners, instructional strategies for trainers and teachers to use, and characteristics of African American student communication. The reviewer also documented the influences of media such as: uses of current materials, uses of films in the classroom, stereotypes in television and Hollywood films, and ethical considerations. Being an effective instructor means acknowledging that there are students with cultural differences. Culturally responsive instructors know that diverse learners also use slang or Ebonics in formal settings because that language is common in their homes or community. Instructors must design curriculum to include non-Caucasian writes, stories, pictures and films. The reviewer concludes that by understanding an individual\u27s characteristics, instructors can make informed decisions on how to structure the curriculum