Colleges and universities are truly a melting pot of human identities, and today’s college student is the most ethnically diverse generation in U.S. history (Arthur, 2016). Accordingly, diversity and inclusion are fundamental building blocks in the education of our future business leaders. Companies, large and small, now talk about their dedication to diversity, and diversity issues abound when it comes to hiring and training. A focus on diversity is critically important to marketers as we communicate with our customers and various other stakeholders. Over 20 years ago, in response to the expectation of an ever increasingly diverse student population, Foxman and Easterling (1996) called for marketing professors to incorporate cultural diversity into the classroom via course content, pedagogical approaches, and course materials. Yet scholarship in this area has been limited. The overall objective of this special issue of the Journal of Marketing Education is to bring together scholarship that addresses how diversity is embraced, taught, and exemplified in our classrooms and among our students, faculty, and administrators. In general, diversity may include a number of differences that distinguish individuals and groups from other individuals and groups. The National Center for Mental Health in Schools (2015, p. 3) asserts that, “the topic of human diversity is fundamental to processes, content, and outcomes of schooling,” making the examination of diversity critical to educators. Diversity may be viewed within the context of cognitive diversity or the blending of different backgrounds, experiences, and perspectives. Stryker and Burke (2000) refer to society as a mosaic in which interactions and relationships are differentiated in an organized manner that is embedded in the groups, organizations, communities, and institutions. This organized differentiation is due to the intersection of a variety of variables, such as race, ethnicity, gender, sexual orientation, age, socioeconomic status, mental health, physical ability and/or attributes, thought and perspectives, religious and/or ethical values, national origin, political beliefs, education, work experience, or family situation. Thus, an individual’s identity is a multifaceted construct, the combinations of which result in multiple selves at various points of interaction (James, 1890). These multiple combinations of identity are generally reflected in the terms diversity and inclusion, with the goal of respecting the diversity inherent in a person’s identity by understanding differences, practicing mutual respect, and building alliances (i.e., inclusion), so that the inherent worth and dignity of every identity are recognized. Much of the focus around diversity and inclusion has centered on race and ethnicity. There are an increasing number of ethnic minority students enrolled in American colleges and universities (Ukpokodu, 2010). Blackwell, Miniard, and Engel (2006) note, “Ethnicity is an important element in determining culture and predicting consumer preferences and behaviors. It is a process of group identification in which people use ethnic labels to define themselves and others” (p. 447). Although an important element, Carter (2015) contends that ethnicity is one of the most difficult consumer identity traits for marketing students to discuss since students are worried about violating codes of political correctness, and he suggests the use of virtual-world content (e.g., avatars) to capture ethnic identity in the market curriculum. While race and ethnicity as a diversity area has received considerable policy attention, McGee and Stovall (2015) offer that critical race theorists, while focused on the academic survival of Black college students, have failed to consider the effects of societal racism on the mental health and well-being of students of color. Yet, according to Prinster (2016), mental health issues are particularly pronounced among underrepresented minority college students. Minority students are less likely to seek help for mental health issues since doing so is often looked down upon, particularly in African American and Asian cultures. In addition to students of color, there is great demand among LGBT (lesbian, gay, bisexual, and transgender)and first-generation college students for advocacy corresponding to each group’s unique diversity needs (Wu, 2016). 897230 JMDXXX10.1177/0273475319897230Journal of Marketing EducationCrittenden et al. editorial2019

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在营销教育中拥抱多样性

高校确实是人类身份的大熔炉，当今的大学生是美国历史上种族最多样化的一代（Arthur，2016年）。因此，多样性和包容性是我们未来业务领导者教育的基本组成部分。大小公司现在都在谈论他们对多样性的奉献，而在雇用和培训方面，多样性问题比比皆是。当我们与客户和其他利益相关者进行沟通时，对多样性的关注对营销人员至关重要。二十多年前，为了回应越来越多的学生群体的期望，Foxman and Easterling（1996）呼吁市场营销学教授通过课程内容，教学方法和课程资料将文化多样性纳入课堂。然而，这方面的奖学金一直很有限。本期《市场营销教育杂志》的总目标是汇集奖学金，以解决我们的教室以及学生，教职员工和管理人员之间如何拥抱，教授和示范多样性。通常，多样性可能包括许多区别，这些区别将个人和群体与其他个人和群体区分开。国家学校心理健康中心（2015，p。3）断言：“人类多样性的主题是学校教育的过程，内容和结果的基础，”因此，对多样性的审查对于教育者至关重要。可以在认知多样性或不同背景，经验和观点的融合的背景下查看多样性。Stryker和Burke（2000）将社会称为马赛克，其中的互动和关系以嵌入组织，团体，组织，社区和机构的有组织方式加以区分。这种有组织的差异归因于各种变量的交集，例如种族，种族，性别，性取向，年龄，社会经济地位，心理健康，身体能力和/或属性，思想和观点，宗教和/或道德价值观，国籍，政治信仰，教育程度，工作经验或家庭状况。因此，一个人的身份是一个多方面的结构，这些结构的组合会导致在各个交互点出现多个自我（James，1890年）。身份的这些多种组合通常反映在术语“多样性和包容性”中 其目的是通过理解差异，相互尊重和建立联盟（即包容）来尊重一个人的身份固有的多样性，从而使每个身份的内在价值和尊严得到认可。围绕多样性和包容性的许多关注都集中在种族和种族上。在美国的高校中，越来越多的少数民族学生入学（Ukpokodu，2010年）。Blackwell，Miniard和Engel（2006）指出：“民族性是确定文化并预测消费者偏好和行为的重要因素。这是一个群体认同的过程，人们使用种族标签来定义自己和他人”（第447页）。虽然很重要 卡特（Carter，2015）认为，种族是市场营销学生最难以讨论的消费者身份特征之一，因为学生担心违反政治正确性守则，并且他建议使用虚拟世界内容（例如化身）来捕捉种族市场课程中的身份。尽管种族和族裔是一个多元化的地区，但McGee和Stovall（2015）提出，批判种族理论家虽然关注黑人大学生的学术生存，却没有考虑社会种族主义对心理健康的影响。和有色人种的学生的福祉。然而，根据普林斯特（2016），在代表性不足的少数民族大学生中，心理健康问题尤为突出。少数族裔学生就心理健康问题寻求帮助的可能性较小，因为这样做常常被人轻视，尤其是在非裔美国人和亚洲文化中。除了有色人种外，LGBT（女同性恋，男同性恋，双性恋和变性者）和第一代大学生对倡导与每个群体独特的多样性需求相对应的需求也很大（Wu，2016）。897230 JMDXXX10.1177 / 0273475319897230《营销教育杂志》 Crittenden等。社论2019 1177/02734753198919893030市场营销教育杂志Critenden等。社论2019 1177/02734753198919893030市场营销教育杂志Critenden等。社论2019