OBJECTIVES Many scholars and educators have written about how to approach teaching about social identities, diversity, and societal inequity in classrooms and beyond. The current article adds to this literature by considering the developmental trajectories of individuals as they engage in learning opportunities about identities, diversity, and equity. RESULTS This article details the specific aspects of knowledge that are essential to develop cultural competence and critical consciousness as well as a sequence in which they should be acquired. CONCLUSIONS Previous models emphasize progressive movement toward more advanced levels, but this article explains how motivation can explain movement and stalling in development. Furthermore, it analyzes the cognitive and motivational antecedents of resistance to diversity learning opportunities. The article concludes with implications for teaching and future directions for research. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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了解身份、多样性和公平性的发展周期。

目标 许多学者和教育工作者都撰写了关于如何在课堂内外进行有关社会身份、多样性和社会不平等的教学的文章。当前的文章通过考虑个人在参与有关身份、多样性和公平的学习机会时的发展轨迹来增加这一文献。结果 本文详细介绍了培养文化能力和批判意识所必需的知识的具体方面，以及获取这些知识的顺序。结论 以前的模型强调向更高级水平的渐进运动，但本文解释了动机如何解释发展中的运动和停滞。此外，它分析了抵制多样性学习机会的认知和动机前因。文章总结了对教学的启示和未来的研究方向。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。