ABSTRACT
Students enter the learning environment with many strengths and learning needs. Social structures of class, race, gender, and ethnicity create varied experiences through unequal distribution of social opportunities. Those who are committed to improving the imbalance must take a proactive posture on educating future leaders about diversity and its relationship to social stratification and global functioning. Students may thrive or be inhibited by learning encounters, depending on the ability of the educator to assess and address diversity issues. This chapter exemplifies a strengths-based approach to teaching diversity and includes narratives as a tool for beginning a potentially life-changing process.
