ABSTRACT
The ability to collaborate in diverse work groups has been identified as a critical skill to participate and thrive in changing economies, and researchers have advocated for it to be taught in schools and universities. Somewhat in contrast to the normative rectilinearity of this recommendation, research on the benefits of diverse teams has yielded inconsistent results. Moreover, self-selected collaboration networks are frequently characterized by homophily, and collaboration in groups high in surface-level diversity does not appear to be a regular ingredient of classwork in schools and universities. How then can the ability to collaborate in diverse teams be practiced in educational settings? To substantiate the previous propositions, and answer this question, the essay is structured into four sections: I will first define diversity in collaborative learning, differentiating surface and deep-level diversity. Building on this definition, I will review empirical findings regarding the benefits and challenges of diversity in work groups, drawing social, educational, and organizational research. I will report findings regarding the prevalence of collaboration in diverse groups in schools and universities before summarizing recommendations on how to foster the skills needed for collaboration in diverse teams in schools and universities, underscoring the role of successive collaborative practice. These recommendations are associated with the necessity of conducting systematic, accompanying research to better understand the preconditions for developing the skills required for collaborating in diverse work groups and alleviating students’ transitions in increasingly diversified working contexts to inform educational practice.
