Abstract
Increased acceptability and implementation of online instruction in higher education has increased the diversity of students that are being taught within a course. Online courses are more likely to include students from varying geographic regions and countries, as well as students of various races, cultures, and ethnicities. This study reviews conceptual and empirical peer-reviewed articles to assess existing strategies to increase the engagement of culturally diverse students in higher education. The search was conducted on PsycINFO and ERIC databases to find articles that were: published in peer-reviewed journals prior to January 2023, included students of a higher education institution where courses were taught at least partially online, reported students’ cultures and linked directly them to student engagement, and were available in English. Thirty-one articles fit the inclusion criteria and were analyzed, by two independent raters, across the measures of research methodology, participant demographics, course format, dependent and independent variables, identified cultural barriers, outcomes, and recommendations. Implications for educators are reviewed and included strategies that involve: timing and pacing manipulations, modifications to course flexibility, attention to language use, strategies for accessing help, increasing material accessibility, providing cultural training, implementing the use of tutors/mentors, strengthening peer collaboration, and increasing compassion.