Date of Award
2024
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Terrence McAdoo
Abstract
Discussion and inclusion of diversity-related topics in higher education are often confined to specific courses designated as fulfilling a university-mandated diversity requirement such as courses in women's studies, Black history or literature, Eastern religions, among others. Mainstream general education courses in disciplines such as psychology, chemistry, or communications typically do not address diversity, equity, and inclusion (DEI) topics as part of the curriculum, even if individual textbooks, courses, or faculty work to improve such courses' pluralism. However, as the U.S. population becomes both more diverse and segregated, and as DEI initiatives come under fire from state legislators, students receive conflicting messages about the role of diversity in higher education. Therefore, this action research project, which utilized a case study design, explored students' response to diversity-based content in nine general education courses at a branch campus of a large state university. Participating professors revised their courses to increase the diversity-based content, using a framework developed by Banks (2014), and qualitative data were collected from coursework, interviews, and students' written reflections on various lessons and content. Results are categorized into six themes that indicate students enjoy and appreciate exposure to diverse voices and perspectives but exhibit greater reservation as discussions shift from inclusion and representation to systemic change.
Rights
© 2024, Angela Pettitt
Recommended Citation
Pettitt, A.(2024). Diversity Across Disciplines: Student Response to DEI Content in College Curricula. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8052