1

Theory Into Action

Miles C. Davis

Colorado State University

EDUC 651: Multicultural Education and Special Populations

Dr. Antonette Aragón

December 17, 2023

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Theory Into Action

The Marine Corps strives for innovation to remain America’s most ready and lethal

fighting force, focusing on technology, platforms, weaponry, and communications (Chin, 2019).

However, transformative multiculturalism lacks the same attention, emphasis, and commitment

to improvement. Despite surface-level diversity, equitable, and inclusive (DEI) recruitment and

retainment strategies, racial and gender disparities persist, with a predominantly White majority

among officers and enlisted Marines. In 2016, 81% of Marine officers and 79% of enlisted

Marines identified as White (Marine Corps, n.d.). Racial discrimination is evident as shown by

the 2017 Workplace and Equal Opportunity Survey of Active-Duty Members, revealing that

31.2% of Black/African American, 23.3% of Asian American, and 21% of Hispanic service

members reported racial discrimination, harassment, or both in the past 12 months (Coughlin,

2021). The evidence indicates that the Marine Corps is at the ‘club’ stage of Jackson and

Hardiman’s (2006) multicultural and organization development model. Historically, the Marine

Corps has been called the ‘Gun Club’, but it can be called the ‘White Male Club’ too.

Transformative Multiculturalism

The Marine Corps has established the Equal Opportunity (EO) program to combat

oppression and promote DEI, but I intend to expand it at the company level by incorporating a

dedicated multicultural education program. The advantages of a diverse, equitable, and inclusive

Force are improved communication and emotional intelligence, skills that positively affect

warfighting readiness. By incorporating transformative multiculturalism, I can cultivate a

community that values and leverages personal cultures to catalyze innovation, resilience, and

mission success. This essay describes the context, goals, and theoretical framework of the action

plan, the action plan itself, and considerations for implementation.

Foundation
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The Navy’s EO policy promotes an environment free from personal, social, or

institutional barriers that prevent Service members from rising to the highest level of

responsibility possible (MyNavy HR, n.d.). At the battalion or squadron level, EO is a function

of command, with the commander responsible for shaping the program. This means the battalion

or squadron commander can shape the EO program as they see fit. Small unit leaders like

company-grade officers and mid-grade staff noncommissioned officers (SNCOs) are well-placed

to lead transformative multiculturalism due to their regular contact with junior Marines. I

propose appointing a company-grade officer as the EO/multicultural education officer to assist

with an internal change team of additional Marines.

Audience

A company with three or more platoons, led by a Captain, is the target audience.

Companies comprising 100 and 300 Marines are integral units (U.S. DoD, n.d.), encompassing

various ranks from junior to senior enlisted and company-grade officers (Second Lieutenant to

Captain). At the company level, where small units are the backbone, educating this audience

provides a large surface area to make an impact, ensuring the direct and lasting effects of

multicultural education.

Goals

The goal is to develop a quarterly multicultural education program fostering cultural

awareness, competence, and knowledge across the audience, contributing to Marines’

warfighting readiness. Critical inquiry will be encouraged and supported whereby Marines dig

into the foundations, ideologies, and deeper meanings of things otherwise taken for granted and

unquestioned (Jennings & Smith, 2002). Critical inquiry, aligned with Freire’s praxis

(1970/1995): reflecting and acting on the world to transform will help recreate the social world
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(Jennings & Smith, 2002). Along with learning about culture, Marine will learn about the forms

of oppression and discover ways to mitigate it in their context. Institutional and societal level

changes begin with an individual transformation. Institutional racism exists when there are

standard operating procedures (intended or unintended) that hurt members of one or more

subordinate races (Scheurich & Young, 1997). The lack of racial diversity in senior leadership

positions enlisted or officer indicates unintentional racism (or intentional). Scheurich and

Young’s (1997) statement can also be extended to sexism, as few females are in senior leadership

positions. In 2016, 8.7% of company-grade officers were females, 4.6% of field-grade officers

were females, and 1.1% of general officers were females (Marine Corps, n.d.).

Multicultural education in the Marine Corps affects society as well. The Department of

Defense is America’s largest employer (U. S. DoD, 2020), and 75% of Marines are discharged

after their first tour (Athey, 2021). Therefore, multicultural education in the Marine Corps will

produce positive ripple effects in civilian society by developing exceptional Marines and

civilians when they leave the service.

Theoretical Framework

Developing a quarterly multicultural education program to be sustained entails a robust

theoretical framework. I will draw from Banks, Sleeter, Grant, Nieto, and Bode's work and the

multicultural organization and development model to foster critically conscious and culturally

competent Marines. The curriculum will follow Nieto and Bode’s (2008) characteristics of

multicultural education. Appropriating multicultural education as basic education will create a

foundation for building and prioritizing multiculturalism. Other essential characteristics are that

multicultural education is a process, multicultural education is education for social justice, and

multicultural education is critical pedagogy that will shape the content. Multicultural education
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as a process suggests that multiculturalism is a lifelong endeavor. Maintaining cultural

competence and proficiency never ends. Multicultural education as a critical pedagogy will

ensure challenging content that encourages Marines to reflect and inquire critically. Multicultural

education as education for social justice demonstrates a commitment to bridge theory and action

and use education and knowledge to advocate for the oppressed and catalyze transformation. The

program will encompass Bank’s (2010) approaches, beginning with the contributions approach

and progressing to transformative and social action, by enabling Marines to extend their

comprehension of U.S. society's nature, development, and complexity and to make a genuine

impact. Furthermore, applying Sleeter and Grant's (2007) human relations approach teaches

Marines to recognize cultural universalism and relativism, challenge stereotypes, provide

accurate multicultural content, and promote positive relations through cooperative learning.

Action Plan

First, I will conduct a needs analysis to confirm that instruction is necessary. To do so, I

will rely on the command climate assessment that commands complete within 90 days of

assumption of command and annually after that. The evaluation encompasses various subjects,

including DEI. I will analyze the feedback and data associated with the DEI section to determine

the scope of instruction.

The plan is epistemologically transformative by contesting present ways of thinking. The

program will encourage perspective-taking and critical reflection, cultivating a conceptualization

of their own and others’ cultures. The curriculum will be formed from multiple lenses. For

instance, discussion prompts will be created from a dominant group’s perspective (White, able,

middle-class, male) and a subordinate group’s perspective (i.e., African-American woman). The

plan catalyzes systemic and structural change by prioritizing multiculturalism at the individual
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level. Organizations are made of individuals, so transforming individuals transforms an

organization. Appointing a company grade officer as the EO representative focusing on

multiculturalism and allocating an internal change team and material and financial resources will

facilitate cultural competence.

Critical multicultural methods are integral to the program, emphasizing inquiry and

reflection, as Jennings and Smith (2002) advocate. Marines will discuss their cultures, share

insights, be exposed to new epistemologies, and practice empathy and perspective-taking with

one another, promoting transformation (Banks, 2003).

Timeline

As mentioned, the multicultural program will be quarterly, following the federal

government’s fiscal year. There will be four modules, one in each quarter. Modules will build on

each other, culminating in social action. It will be at the company commander’s and

EO/multicultural officer’s discretion regarding how they want their company to participate. For

instance, the company commander and facilitator may decide how many times the company will

convene and for how long.

Module 1

Module 1 will be from October 1 to December 31. At the end of this module, Marines

will grasp their own and other’s cultures and describe how their identities influence their life and

culture. Marines will engage in activities and content that help them understand their culture,

identities, and intracultural awareness. The primary activity will be an identity wheel that

Marines will complete and then share with others in groups of four. Breaking into small groups

allows for collaborative learning to occur and allows Marines to get to know each other on a

deeper level, engage in dialogue, and be exposed to elements of various cultures. Additionally,
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Marines will read Chapter 1: Ethnography and Culture in Participant Observation (Spradley,

1980) and reflect.

Module 2

Module 2 will occur between January 1 to March 31. At the end of this module, Marines

will be able to identify covert and overt forms of oppression at the individual, institutional,

societal, and institutional levels. This module encompasses an additive approach (Banks, 2003),

as Marines will be exposed to various forms of oppression via lectures, readings, and case

studies. For instance, Kendi’s (2019) How to Be an Anti-Racist will be read and discussed.

Educating White Marines (the majority) changes attitudes beyond the classroom (Tatum, 2001).

Heightened awareness of White Marines will produce ripple effects, creating a climate in which

Marines of color and other subordinate groups might feel more comfortable (Tatum, 2001).

Module 3

Module 3 will occur between April 1 and June 30. At the end of this module, Marines

will be able to appraise or analyze their personal and professional contexts for oppression and

recommend courses of action to mitigate and eliminate oppression and discrimination. This

module allows Marines to begin the transformation and social action process.

Module 4

Module 4 will occur between July 1 and September 30. This will be the culminating

learning event as companies will facilitate social action to enhance DEI in their battalion and

squadron. This stage emulates Bank’s (2003) social action approach by requiring Marines to act

related to any concept, issue, or problem studied in the program. Each of Bank’s (2010)

approaches can be a vehicle for another; for instance, the contributions approach can lead to the

additive approach, and so on. The transformation and social action approaches are challenging
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and likely impossible until the previous approaches have been practiced. Moving from module to

module should be gradual. A company should not progress to the next module if it is not ready.

Meeting the Goals and Objectives

Together, the modules aid in developing critically conscious and culturally competent

Marines within the multicultural education program. In module 1, Marines learn about

themselves and engage in intracultural awareness, marking the first step to cultural competence.

Then, in module 2, Marines develop their awareness by examining forms of oppression. In

module 3, Marines become conscious and critical observers by analyzing their contexts for

oppression and contemplating DEI strategies. Lastly, in module 4, Marines participate in

transformation and social action, advocating for DEI in their community. The nature of the

program allows instruction to progress in complexity gradually. It provides an opportunity for the

EO representative and their team to provide support, depending on the competence of the

audience.

Considerations for Implementation

I have a few considerations concerning implementing transformative multiculturalism:

potential barriers or obstacles and sustainability. I anticipate some potential barriers, notably

resistance to change among Marines (or something new) and the revolving nature of company

command. Creating transformative multiculturalism is one thing, but sustaining it is another. The

fact that Marines are temporarily assigned to billets establishes a need for supporting

multiculturalism in a company. Next, I will describe potential obstacles and suggest how to

overcome them and a sustainable plan for multiculturalism at the company level. Lastly, the

program must be evaluated to revise it. I will share my evaluation plan below, including

formative and summative evaluations.

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Obstacles

Like most employees or individuals, Marines may initially resist change. Change

processes are challenging, and most organizations need help executing change strategies (Burnes,

2009). One of the most critical failures to change is employees’ attitudes toward change (Ahmad

and Cheng, 2018). The literature on change tells us that the more the employees are ready for

change, the less chance they show negative responses, and less will be change-resistant. The data

from the command climate survey will indicate if Marines are ready to change, which I

anticipate. This will ease the transition, but a need to facilitate a positive attitude towards

transformative multiculturalism persists. The quality of the relationship between management

and employees is essential in dealing with resistance to change (Ford et al., 2008). Therefore,

leaders will be encouraged to develop positive relationships, theoretically enhancing the

readiness to change.

The second challenge involves managing the temporary assignments for a company

commander and officer billets. A company commander will typically hold command between 12-

18 months. Naturally, a high turnover rate exists, so it is imperative that outgoing company

leadership effectively transition responsibilities with their replacements, ensuring a smooth

handover. While the EO program is mandatory, compliance is the battalion/squadron

commander’s responsibility. Leadership must be engaged to sustain participation in

transformative multiculturalism.

Sustainment Plan

Learning will be infinite, supported by a continuous feedback loop encompassing

participant, facilitator, and leadership feedback. Synthesized feedback from the participating

battalion/squadrons will be submitted to the Training and Education Command (TECOM),

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guiding annual evaluation for revision, introducing new content, or reinforcing existing material.

Furthermore, TECOM will conduct an annual ‘train the trainer’ workshop, which will be

mandatory for all appointed EO/multicultural education officers involved in facilitating. This

will ensure that the facilitators are proficient and knowledgeable of their teaching content.

Evaluation

Two types of evaluation will be conducted: formative and summative. The formative

assessment will be an instructional rating form (IRF) (See Appendix A) that Marines will

complete and submit to the facilitator near the conclusion of each module. The facilitator will

identify trends among the IRFs and share any insights or patterns with the company commander

(unless they are the same person) so instruction can be revised immediately according to the

audience’s feedback. The summative evaluation is an end-of-course survey (See Appendix B)

and the DEI section of the command climate assessment. The EO officer, company commander,

and battalion/squadron commander will review the end-of-course survey to grasp feedback and

adjust accordingly. The program’s overall impact will be measured through these evaluations and

the number of EO complaints received by a command.

Fazit

The Marine Corps’ greatest asset is the Marine. Marines fight battles and win wars, so the

Marine Corps must invest in Marines more than it does in material equipment. A well-rounded

Marine encompasses cultural competence and proficiency. Seamlessly cooperating with other

Marines, U.S. service members, foreign allies, and host nation citizens is paramount to success.

Critically conscious and culturally competent Marines are as crucial as technically and tactically

proficient Marines for the Force’s longevity, health, success, and readiness.
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References

Ahmad, A. B., & Cheng, Z. (2018). The role of change content, context, process, and leadership

in understanding employees’ commitment to change: The case of public organizations in

Kurdistan region of Iraq. Public Personnel Management, 47(2), 195–216.

https://doi.org/10.1177/0091026017753645

Athey, P. (2021, November 15). Here are some of the ways the Marines are trying to improve

retention. Marine Corps Times. https://www.marinecorpstimes.com/news/your-marine-

corps/2021/11/15/treat-people-like-human-beings-here-are-some-of-the-ways-the-

marines-are-trying-to-improve-retention/

Banks, J. A. (2003). Approaches to multicultural reform. In J. A. Banks (Eds.), Multicultural

education: Issues and perspectives (pp. 242-264). Jon Wiley & Sons.

Bode, P., & Nieto, S. (2008). Multicultural education and school reform. In P. Bode & S. Nieto

Bode (Eds.), Affirming diversity: The sociopolitical context of multicultural

education (42-62). Pearson/Allyn and Bacon.

Burnes, B. (2009). Reflections: Ethics and organizational change - time for a return to lewinian

values. Journal of Change Management, 9(4), 359–381.

https://doi.org/10.1080/14697010903360558

Chin, W. (2019). Technology, war and the state: past, present and future. International Affairs

(London), 95(4), 765–783. https://doi.org/10.1093/ia/iiz106

Coughlin, S. S. (2021). Racism and discrimination in the military and the health of US service

members. Military Medicine, 186(5–6), 147–147.

https://doi.org/10.1093/milmed/usab037
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Ford, J. D., Ford, L. W., & D’Amelio, A. (2008). Resistance to change: The rest of the story. The

Academy of Management Review, 33(2), 362–377.

https://doi.org/10.5465/AMR.2008.31193235

Freire, P. (1995). The pedagogy of the oppressed. Seabury Press. (Original work published 1970).

Jackson, B. W., & Hardiman, R. (1994). Multicultural organization development. In E. Y.

Cross, J. H. Katz, F. A. Miller, & E. W. Seashore (Eds.), The promise of diversity: Over

40 voices discuss strategies for eliminating discrimination in organizations (pp. 231–

239). NTL Institute.

Jennings, L. B., & Smith, C. P. (2002). Examining the role of critical Inquiry for transformative

practices: Two joint case studies of multicultural teacher education. Teachers College

Record (1970), 104(3), 456–481. https://doi.org/10.1111/1467-9620.00169

Kendi, I. J. (2019). How to be an antiracist. One World.

Marine Corps. (n.d.). Marine Corps by gender, race and ethnicity.

https://diversity.defense.gov/Portals/51/Documents/Presidential%20Memorandum/

20161018%20Abbreviated%20US%20Marine%20Corps%20by%20Gender,%20Race,

%20and%20Ethnicity%20v1.0.pdf?ver=2017-01-04-135057-373

Scheurich, J. J., & Young, M. D. (1997). Coloring epistemologies: Are our research

epistemologies racially biased? Educational Researcher, 26(4), 4–16.

https://doi.org/10.3102/0013189X026004004

Sleeter, C. E., & Grant, C. A. (2007). Making choices for multicultural education: Five

approaches to race, class, and gender (6th ed.). Wiley.

Spradley, J. P. (1980). Participant observation. Holt, Rinehart, and Winston.

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Tatum, B. (2001). Talking about race, learning about racism: the application of racial identity

development theory in the classroom. In E. Chasmore, & J. Jennings (Eds.), Racism:

Essential readings (pp. 311-325) SAGE Publications Ltd.

https://doi.org/10.4135/9781446220986

U. S. Department of Defense. (2020). Agency financial report.

https://comptroller.defense.gov/Portals/45/Documents/afr/fy2020/1-

Foreword_About_the_DoD_Agency_Financial_Report_and_Table_of_Contents.pdf

U.S. Department of Defense. (n.d.). Company.

https://www.defense.gov/Multimedia/Experience/Military-Units/marine-corps/#units

MyNavy HR. (n.d.). Navy harassment prevention and military equal opportunity.

https://www.mynavyhr.navy.mil/Support-Services/Culture-Resilience/Equal-Opportunity/
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Appendices

Appendix A

Instructional Rating Form

INSTRUCTIONAL RATING FORM

One way instruction is improved is by sampling student reaction to the instruction. To assist in improving this lesson, please
answer the following questions. This will assist the school in improving our courses.

Instructor: Date:

Module
Course:
:

INSTRUCTIONS: Circle the answer that indicates your level of agreement or disagreement as follows: Strongly Disagree = 1, Disagree=2,
Agree=3, and Strongly Agree=4. Please explain in the section labeled comments any ratings of 1 or 2. If the question is not applicable,
then circle NA.

Strongly Strongly
1. INSTRUCTOR Disagree Agree NA
Disagree Agree

1 2 3 4 NA
a. The instructor showed a thorough knowledge of the lesson material.

b. The instructor communicated the lesson material in a way that could 1 2 3 4 NA

be easily understood.
1 2 3 4 NA
c. The instructor gave precise instructions concerning in-class
exercises.
1 2 3 4 NA
d. The instructor encouraged student participation.

e. Student’s questions were answered in a professional (not 1 2 3 4 NA

demeaning to the student) manner.
2. LESSON CONTENT

1 2 3 4 NA
a. The content was presented at the right pace.
1 2 3 4 NA
b. The student outline aided my understanding of the content covered.
1 2 3 4 NA
c. The environment of the class was interactive.

3. SAFETY

1 2 3 4 NA
a. Lesson related safety to job performance.

1 2 3 4 NA
b. Cease Training procedures were adequately explained.

1 2 3 4 NA
c. Safety precautions were reemphasized prior to commencing tasks.

1 2 3 4 NA
d. Safety was always reinforced.
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1 2 3 4 NA
e. Equipment/material was safe for use.

4. METHODS/MEDIA:

a. The in-class exercises required in the course were worthwhile 1 2 3 4 NA

learning experiences.
b. The way that the class material was presented enhanced my ability
to learn/perform the concept/task.
I especially liked the ___________________________ method. 1 2 3 4 NA

1 2 3 4 NA
c. The media complimented instruction.

5. STUDENT: Circle the answer that best describes your knowledge level.

Above
a. My knowledge of the content prior to this class was Averag
None Very Little Expert
e
Average

Above
b. My knowledge of the content after completing the class was Averag
None Very Little Expert
e
Average

N AME : P ARENT U NIT :

Overall Comments/Suggestions for the Class (use back of form if more space is needed):

Appendix B

End of Course Survey

Thank you for participating in the multicultural education program, a part of the

multicultural education program. Your feedback is invaluable in improving the instruction. The

survey is organized into sections that include questions/statements regarding the instructors,

goals and objectives, content, assessments, satisfaction, and an open-ended section. The survey is

a Likert-scale survey; select the best answer for each statement/question. Your responses will be

confidential.

Course Title:
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Module:

Instructor:

Company:

Instructor
1. The instructors were knowledgeable of the subject matter.

Strongly
Disagree Neutral Agree Strongly Agree
Disagree

2. The instructor was responsive to questions, comments, or concerns.

Strongly
Disagree Neutral Agree Strongly Agree
Disagree

3. The instructor provided constructive and timely feedback.

Strongly
Disagree Neutral Agree Strongly Agree
Disagree

4. The instructor provided clear instructions and expectations.

Strongly
Disagree Neutral Agree Strongly Agree
Disagree

Content Organization

1. Instruction was delivered at the right level (e.g. too simple, too complex).

Strongly
Disagree Neutral Agree Strongly Agree
Disagree

2. The instruction progressed logically and sensibly.

Strongly
Disagree Neutral Agree Strongly Agree
Disagree

Content/Activities

1. The resources/materials enhanced my learning.

Strongly Disagree Neutral Agree Strongly Agree

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Disagree

2. The learning activities were engaging, effective, and relevant to the objectives

Strongly
Disagree Neutral Agree Strongly Agree
Disagree
3. The readings, lectures, case studies, group discussions enhanced my cultural
competence and proficiency.
Strongly
Disagree Neutral Agree Strongly Agree
Disagree
4. Any assignments, projects, or assessments were relevant, applicable and helpful to
facilitate my transformation.
Strongly
Disagree Neutral Agree Strongly Agree
Disagree

Environment

1. The learning settings were conducive to learning.

Strongly
Disagree Neutral Agree Strongly Agree
Disagree

2. Instructional tools/materials/resources functioned properly.

Strongly
Disagree Neutral Agree Strongly Agree
Disagree
3. The physical characteristics of the classroom were conducive to learning (e.g. lighting,
temperature, etc.)
Strongly
Disagree Neutral Agree Strongly Agree
Disagree

Goals and Objectives

1. I grasp my own and other’s cultures and can describe how their identities influence
mine and others’ lives and culture.
Strongly
Disagree Neutral Agree Strongly Agree
Disagree
2. I can identify covert and overt forms of oppression at the individual, institutional,
societal, and institutional levels.
Strongly
Disagree Neutral Agree Strongly Agree
Disagree
3. I can appraise or analyze their personal and professional contexts for oppression and
recommend courses of action to mitigate and eliminate oppression and discrimination.
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Strongly
Disagree Neutral Agree Strongly Agree
Disagree

Overall Experience

1. I am satisfied with the course.

Strongly
Disagree Neutral Agree Strongly Agree
Disagree

2. I would recommend this course to others.

Strongly
Disagree Neutral Agree Strongly Agree
Disagree

Open Ended Section

1. Which learning activity did you find most beneficial for developing your
multiculturalism?

2. Were there any topics or aspects of the content that you found challenging or not
adequately covered?

3. Do you have any suggestions to improve or modify the instruction?