Universities have become increasingly diverse spaces, but the advancement of gender equality and ethnic diversity in the classroom remains an important challenge for many instructors (and students) Studies reveal persistent differences in young women’s and men’s choices of college majors, and in the educational achievements of different ethnic minority and majority groups. One argument in the debate surrounding these differences, is whether the presence of female and minority instructors acting as role models could help close the gap. Some studies argue in favour of attracting more female and minority instructors for teaching positions. Increasing diversity among teaching staff would allow instructors to recognize the diverse needs of a diverse group of students. Because of the different educational approaches that different instructors bring to the classroom, they can also better connect to the different life experiences of their students. Moreover, we argue that a diverse teaching staff might contribute to a more equal reflection of different groups in society among academic instructors, which may change stereotypes about the academic achievements of traditionally disadvantaged or under-represented groups. However, other studies are less optimistic about the actual impact of including teacher role models. Some studies look beyond the lecturer and consider the curriculum. In this regard they argue in favour of the diversification of the curriculum in order to overcome deep-rooted structural inequalities to attempt to counteract the narrowness of the curricula. By including gendered and non-normative voices in curricula, existing power relations and dominant perspectives on global issues and teaching practices can be challenged. Additionally, it would allow us to centre the debate on the positionality of the readings and the rationality of the lecturers. In this way, a diversity-promoting curriculum may serve as a tool to enhance equality and diversity in the classroom, as well as to overcome the structural biases attached to the monocultural approaches to knowledge production. In this regard, we argue that the both approaches would enhance students’ academic performance and stimulate the responsiveness of universities and students to the interconnected world. The phenomenon above raises a great deal of controversy on account of the lack of knowledge on the subject and the reluctance to discuss diversity and gender-related issues. Therefore, through this qualitative theoretical paper, we aim to present the propositions and conceptions of both approaches and evaluate them to make feasible recommendations aimed at contributing to the theme centring innovative teachings in politics and gender.
