As a nearly lifelong resident of the U.S.-Mexico border, I have grown up around, worked with, and most recently helped educate some of those most fragile populations in the United States. During my lifetime, my adopted city has struggled with poverty, literacy, educational attainment, graduation rates, and last summer, violent, overt racism. The challenges faced by each student, especially those from diverse backgrounds, are always at the forefront of my mind when I lecture, as I plan my course outlines, and as I design my grading rubrics. At the University of Texas at El Paso, the majority of the graduates are the first in their family to complete a postsecondary degree. More than 5 percent of the student population is counted as foreign, the vast majority from Mexico. Many more are binational, and a significant number commute to campus from their homes in the neighboring city of Juarez. El Paso is also home to one of the country’s largest military installations by population, and my classes have regularly included active-duty soldiers and veterans, both those who recently transitioned out of the Army and those deep into their second careers after serving. Many students work full-time or nearly full-time. Many have children. Some support their parents.
I consider myself fortunate to have benefitted from this diversity of thought and background in the classroom. Diversity was a hallmark of my professional experience outside of academia, as well. As a journalist in El Paso, I worked in a newsroom routinely recognized as one of the most diverse in the nation by national professional organizations. I also worked in public affairs for the U.S. Army, one of the most diverse organizations in the country. My own work involved not just U.S. soldiers but soldiers from partner nations around the world. The experience gave me insight into how not only necessary but also valuable diversity and integration can be at every level, from small teams to the largest organizations.
During my time at UTEP and in the work force prior to pursuing my Ph.D., I had the opportunity to participate in several pedagogical and managerial sessions to promote diversity and equity and reduce bias. I am acutely aware that diversity of voices is of no benefit if any of those voices are silenced. I use active-learning techniques in my classroom, not only because of the evidence that students learn and retain information better, but also because engaging students with conversations and feedback ensures that everyone has a voice in my classroom (physical or virtual). I believe that diversity of thought and backgrounds are a critical element to success in the classroom and beyond, and I work hard to include diverse representation in anecdotes, case studies, and research discussions to provide examples of diverse business and thought leaders.
Among the managerial philosophies I was exposed to working for the U.S. Army was Greenleaf’s “Servant Leadership.” In the Hunter (1998) novelization of the subject, “The Servant,” he includes a character who is a “difficult student.” He poses challenging, often uncomfortable questions to the narrator. As the class comes to a close, the narrator realizes this “difficult student” was among his most engaged and most valuable, both to the class and to the teacher himself. Although finance is not the most controversial subject, I keep this anecdote in mind when students have challenging questions or different perspectives. As long as discussions are respectful to everyone in class, I try to ensure that students are free to explore concepts and questions and to bring their unique perspectives to the lessons. It is not only that I tolerate different perspectives; I encourage them. I expect my students to learn something each class session, but I only consider course successful if I have learned things, as well.