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Motivating People from Privileged Groups to Support Social Justice by Diane J. Goodman — 2000One of the more challenging aspects of multicultural education is engaging people from dominant social groups (e.g., men, whites, heterosexuals) in promoting equity. This article presents a theoretical perspective for understanding what may motivate people from privileged groups to support diversity and social justice. The three main sources of motivation discussed are empathy, moral and spiritual values, and self-interest. The complexities and limitations of each are considered. A model is also proposed that broadens the conception of self-interest. Educational strategies are suggested to address these different sources of motivation. By better understanding what motivates someone to support diversity and equity, educators can more intentionally choose approaches that will engage individuals, and thus more effectively promote personal and institutional change.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Diane Goodman
State University of New York at New Paltz
E-mail Author
DIANE J. GOODMAN is an Assistant Professor of Humanistic/Multicultural Education at the State University of New York at New Paltz. She is also a trainer and consultant on diversity and human relations issues. She is the author of Promoting Diversity and Social Justice: Educating People from Privileged Groups (Sage Publications, forthcoming, 2001).
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