The international research team, involving scientists from the University of Konstanz, the University of California San Diego and Stanford University, designed a programme based on the idea of “unity in diversity.” Rather than addressing prejudice one category at a time, the curriculum focused on characteristics shared by all humans and on the social conditions that allow different communities to live together. The approach was tested in a large-scale pilot study involving 8,648 young adults between 18 and 30 years of age, 644 classes and 204 teachers in India.

The experiment was conducted in partnership with the Freedom Employability Academy, a non-profit organization that provides free training to disadvantaged young people. Participants were divided into two groups. One group received the newly developed social-cohesion curriculum, while the other continued with the academy’s regular training. The intervention consisted of 23 lessons delivered over three weeks, with teaching taking place for approximately 100 minutes a day, six days a week. In total, 4,152 students in 310 classes and 102 teachers were assigned to the control group, allowing the researchers to compare outcomes with those exposed to the new programme.

The curriculum was built around three connected psychological and educational mechanisms. First, it encouraged students to recognize universal human characteristics from both biological and moral perspectives. Humans share fundamental needs, emotions, capacities for cooperation and vulnerability, regardless of the social groups into which they are born. Second, the programme taught participants how to create environments that combine unity with diversity, rather than treating the two as opposites. Third, it emphasized that individuals and communities operate within wider social systems, helping students consider how institutions, norms and collective behaviour shape everyday interactions.

This design addresses a limitation identified in earlier anti-prejudice programmes. Lessons that focus on one particular difference may successfully change attitudes toward that category without producing broader generalization. A student may learn, for example, that nationality does not determine a person’s worth, but fail to apply the same principle to religion, caste, gender or political affiliation. In technical terms, the new programme sought to promote a transferable norm: the idea that social characteristics are not valid measures of human value. By teaching the underlying principle rather than treating each category separately, the researchers aimed to make attitude change more durable and more widely applicable.

The results indicate that the intervention had effects across the full spectrum of diversity measured in the study. Students who participated in the programme expressed more tolerant views toward members of other social groups and showed fewer discriminatory attitudes. The changes were not limited to a single cultural boundary, such as ethnicity or religion. Participants also demonstrated stronger prosocial behaviour, including actions and intentions that benefit others, and greater willingness to engage with people outside their own social class. Their civic values and social engagement increased as well, suggesting that the programme influenced not only interpersonal prejudice but also attitudes toward society and collective responsibility.

The researchers describe these effects as substantial in relation to other influences on beliefs. Christina Felfe, professor of applied microeconomics at the University of Konstanz and a member of the university’s Cluster of Excellence “The Politics of Inequality,” said the programme’s impact approached roughly half the influence that a person’s family has on opinions and values. That comparison does not mean that a short course replaces family or community socialization. Instead, it highlights the potential strength of a structured educational intervention delivered at scale, particularly when it is integrated into an existing programme serving young adults who may have limited access to other educational resources.

India provided a particularly informative setting for the pilot because social life has long been shaped by divisions involving caste, gender and religion. These categories influence social status, opportunities, relationships and access to institutions, making them deeply embedded rather than merely individual opinions. Testing the curriculum in this environment allowed the researchers to examine whether a common-humanity framework could operate where discriminatory beliefs are supported by longstanding social structures. The positive findings suggest that education can shift attitudes even when prejudice is connected to broader systems of inequality, although the study does not imply that classroom teaching alone can eliminate institutional discrimination.

The programme has now been incorporated into the Freedom Employability Academy’s standard training and is reportedly reaching an estimated 75,000 young people each year. The research team plans to test the curriculum in additional cultural and social contexts to determine whether its effects travel across countries and institutions. That next phase will be important because ideas about universal values may be interpreted differently depending on local histories, power relationships and educational traditions. For now, the Indian trial offers a striking message for educators and policymakers: social cohesion may be strengthened most effectively not by repeatedly cataloguing the boundaries between groups, but by teaching people to recognize a shared human foundation on which meaningful diversity can exist.

Subject of Research:
An educational programme designed to reduce discrimination and strengthen social cohesion by emphasizing universal human values and “unity in diversity.”

Article Title:
Building capacity for unity in diversity

Web References:
https://doi.org/10.1038/s41562-026-02509-1

References:
Farid, M., Loyalka, P., Felfe, C. et al. “Building capacity for unity in diversity.” Nature Human Behaviour (2026). DOI: 10.1038/s41562-026-02509-1

Keywords:
Social cohesion, discrimination, tolerance, universal human values, unity in diversity, education, prosocial behaviour, civic engagement, India, caste, religion, social psychology, behavioural economics, diversity education

The Intersectional Ecological Model proposes that belonging is not a one-size-fits-all concept but rather a complex tapestry woven from individual identities, cultural backgrounds, and social determinants. As students navigate the myriad landscapes of higher education, their sense of belonging can be intricately linked to how their multiple identities intersect and interact with the educational environment. This model serves to illuminate the often-overlooked dimensions of belonging that are influenced by race, gender, sexuality, socio-economic status, and more, offering a broader understanding of how educational settings can cultivate or hinder belonging.

At the heart of this model lies the ecological perspective, which emphasizes the interconnectedness of individuals and their environments. By analyzing belonging through this lens, Johnson’s work urges us to consider the myriad contexts—both macro and micro—that contribute to a student’s sense of connection and inclusion. For instance, the influence of systemic policies, institutional culture, and peer relationships can either reinforce or undermine a student’s experience of belonging, thereby impacting their academic persistence and overall wellbeing.

A critical aspect of this model is its call for researchers and practitioners to adopt an intersectional approach to their work. Traditional models often overlook the complexity of student identities by focusing on singular characteristics. However, Johnson’s Intersectional Ecological Model champions the need for a more holistic understanding that honors the multitude of experiences and challenges faced by diverse student populations. Recognizing that students may simultaneously experience privilege and marginalization enables institutions to better tailor their support systems, policies, and practices to meet the needs of all students.

Johnson’s article also addresses the key role that universities and colleges play in fostering a sense of belonging among their student bodies. This entails not only addressing existing disparities but also actively creating environments that promote inclusivity and equity. Institutions must engage in critical self-reflection and systemic change to dismantle barriers that contribute to feelings of exclusion, aiming to transform campus climates into harmonious environments where all students can thrive.

An essential part of this discussion revolves around the implications for policy and practice. Johnson provides actionable recommendations for higher education stakeholders, urging them to implement initiatives that are informed by intersectional frameworks. For example, targeted support programs that acknowledge the unique challenges faced by first-generation students, students of color, and LGBTQ+ individuals can significantly impact their sense of belonging and academic success.

Moreover, fostering faculty and staff training on cultural competencies and intersectional pedagogies is indispensable. Educators equipped with the skills to recognize and address varied experiences of belonging can create more supportive classroom environments, helping to bridge the gap between students’ lived experiences and academic expectations. By doing so, institutions can make meaningful strides toward creating an inclusive and equitable academic landscape.

The article also delves into the importance of community engagement and collaborative partnerships, both within and outside the academic setting. Belonging extends beyond the campus walls, and by establishing connections with local communities, universities can create rich support networks that enhance students’ experiences. Engaging with diverse community stakeholders fosters a sense of belonging that resonates deeply with students, reinforcing their connection to their educational environments.

In light of the ongoing challenges posed by the global pandemic, the relevance of belonging has taken on new dimensions. Many students have faced unprecedented isolation, disruptions to their social networks, and heightened mental health challenges. Johnson emphasizes the necessity for timely interventions aimed at re-establishing those critical connections that underpin successful educational outcomes. Virtual support systems and inclusive online platforms can mitigate feelings of disconnection, allowing students to engage meaningfully, regardless of geographical limitations.

As we look towards the future of higher education, Johnson’s Intersectional Ecological Model emerges as a vital framework for understanding the complexities of belonging in this multifaceted landscape. By fostering inclusivity and embracing diversity at all levels, educational institutions can not only enhance students’ academic experiences but also contribute to their overall development as socially responsible citizens.

In conclusion, the work of R.M. Johnson beckons educational leaders to reimagine their commitment to belonging within their institutions. By embracing an intersectional ecological perspective, we can lay the groundwork for transformative changes that prioritize the diverse needs and experiences of all students. As higher education evolves, it is crucial that belonging is not merely seen as an abstract ideal but rather as a lived experience that shapes the academic and personal trajectories of countless individuals.

Through this comprehensive understanding, institutions can realize the profound benefits of cultivating an environment where every student feels they genuinely belong, ultimately driving success and innovation within academia and beyond.

Subject of Research: The complexities of belonging in higher education through an intersectional ecological model.

Article Title: Reframing Belonging in Higher Education: an Intersectional Ecological Model for Research, Policy, and Practice.

Article References: Johnson, R.M. Reframing Belonging in Higher Education: an Intersectional Ecological Model for Research, Policy, and Practice. Educ Psychol Rev 38, 1 (2026). https://doi.org/10.1007/s10648-025-10104-5

Image Credits: AI Generated

DOI: https://doi.org/10.1007/s10648-025-10104-5

Keywords: Inclusion, belonging, intersectionality, higher education, diversity, ecological model.

Banks holds the esteemed Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus and is the founding director of the University of Washington’s Center for Multicultural Education, now renamed the Banks Center for Educational Justice in his honor. His scholarship fundamentally explores how educational frameworks can better serve heterogeneous student populations, focusing intensely on race and ethnic relations as determinants of academic success. This methodological approach intertwines social science theories with progressive education policy, aiming to dismantle systemic inequalities that persist in schooling systems worldwide.

Throughout his career, Banks has authored multiple foundational texts that have become cornerstones in diversity education, including Teaching Strategies for Ethnic Studies, Cultural Diversity and Education: Foundations, Curriculum, and Teaching, and Educating Citizens in a Multicultural Society, among others. These works employ critical pedagogical models that challenge traditional curricula by advocating for comprehensive content inclusion reflecting marginalized histories and experiences. His editorial leadership extends to prominent compendia like the Handbook of Research on Multicultural Education and the Diversity and Citizenship Education: Global Perspectives, which synthesize interdisciplinary findings and set research agendas for future scholars.

Banks’s research trajectory exemplifies the integration of multicultural theory and empirical inquiry, emphasizing how educational institutions can act as catalysts for social justice and democratic citizenship. By analyzing curriculum structures, institutional policies, and classroom interactions, he investigates mechanisms by which schools reproduce or resist patterns of racial and ethnic stratification. His work draws heavily on sociological theories of power, identity, and cultural capital, positioning education as a critical site for contesting hegemonic narratives and fostering equitable student outcomes.

As a testament to his scholarly influence, Banks has served as president of the AERA from 1997 to 1998 and has been designated an AERA Fellow. His leadership extends beyond research, prominently including his tenure as president of the National Council for the Social Studies. Over the years, Banks has been the recipient of multiple distinguished honors, such as the AERA Distinguished Contributions to Research in Education Award in 2023, the inaugural Social Justice in Education Award in 2004, and the 1994 Review of Research Award. He is also a member of both the National Academy of Education and the American Academy of Arts and Sciences, reflecting his cross-disciplinary recognition.

The Brown Lecture, inaugurated in 2004 by AERA to commemorate the 50th anniversary of the landmark Brown v. Board of Education Supreme Court ruling, symbolizes the intersection of scientific research and social advocacy in educational reform. This judicial decision famously utilized social science evidence to outlaw legal racial segregation in American public schools, marking a watershed moment in the nation’s civil rights history. The lecture series has since honored researchers whose work embodies this legacy by advancing critical knowledge that promotes equity and inclusivity in education.

Banks’s research employs rigorous qualitative and quantitative methodologies, including longitudinal studies, ethnographic analysis, and policy critique, allowing for nuanced insights into how multicultural educational practices affect both micro and macro educational dynamics. His scholarship articulates frameworks for redefining citizenship education through a multicultural lens, encouraging students to develop global awareness, empathy, and civic engagement essential in today’s interconnected world.

Moreover, Banks has been instrumental in fostering critical dialogues around global migration and its implications for education. Through editorial contributions like Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching, he highlights the transnational dimensions of education, reflecting demographic shifts that demand responsive curriculum innovations. This line of research not only interrogates identity formation processes but also informs educators on best practices to address the sociopolitical complexities inherent in educating diverse populations.

The 2025 Brown Lecture Selection Committee, central in identifying a scholar whose work deeply resonates with social justice in education, comprises prominent figures such as AERA Social Justice Action Committee Chair James D. Anderson, AERA President Maisha T. Winn, and Past President Janelle T. Scott, among others. This diverse panel underscores AERA’s commitment to elevating scholarship that dismantles systemic barriers and advocates for inclusive educational paradigms.

As educational institutions worldwide grapple with persistent inequities, Banks’s visionary contributions provide a vital blueprint for reform. His focus on teacher education, curriculum development, and policy advocacy aims to cultivate educational environments where students from all backgrounds not only survive but thrive academically and socially. His work proposes that by fostering intercultural competence and critical consciousness, schools can prepare learners for meaningful participation in democratic societies shaped by diversity.

This upcoming lecture promises to galvanize educators, researchers, and policymakers by shedding light on cutting-edge scholarship that bridges theory and practice in multicultural education. With an emphasis on research methodologies and the real-world applicability of findings, Banks will likely explore emerging challenges and opportunities in global citizenship education amid shifting sociopolitical landscapes.

The AERA livestream of James A. Banks’s 2025 Brown Lecture will thus serve as a seminal moment to reflect on the transformative potential of educational research to create just and equitable learning environments. In expanding the dialogue around race, ethnicity, and education, Banks’s work compels the scientific community to continue interrogating and innovating pedagogical frameworks that embody inclusivity and social justice at their core.

Subject of Research: Educational research focused on multicultural education, social studies, global citizenship education, and the improvement of race and ethnic relations within educational institutions.

Article Title: James A. Banks to Deliver 2025 Brown Lecture in Education Research

News Publication Date: June 26, 2025

Web References: https://www.aera.net/

References: Banks, J. A. (Various works including Teaching Strategies for Ethnic Studies, Cultural Diversity and Education, Educating Citizens in a Multicultural Society) and edited volumes such as Handbook of Research on Multicultural Education; AERA announcements and award history.

Keywords: Education research, multicultural education, social studies, global citizenship education, race relations, ethnic relations, educational justice, AERA, Brown Lecture, diversity studies