ERIC Number: EJ1101833
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Reference Count: 62
Teaching Diversity in the Graduate Classroom: The Instructor, the Students, the Classroom, or All of the Above?
Morgan Consoli, Melissa L.; Marin, Patricia
Journal of Diversity in Higher Education, v9 n2 p143-157 Jun 2016
Diversity courses in higher education have been associated with many positive educational and developmental outcomes as well as challenges. Studies have examined these types of undergraduate courses within education, psychology, and other disciplines (e.g., Hurtado, 2001; Hurtado, Mayhew, & Engberg, 2012; Larke & Larke, 2009); however, less research has been conducted on graduate-level diversity courses, their students, processes, and outcomes. To address this gap, the current study explored the experiences with and perspectives on diversity classes of 16 (2 male and 14 female) diverse students in graduate-level diversity courses in a school of education. Researchers used questionnaires and a focus group to collect data. Emergent themes include Essential Instructor Characteristics and Methods, Peer Interactions, Diversity Class Climate, Uniqueness of Diversity Courses, Graduate Course Context, Improving Graduate Diversity Courses, and Impact on Students. Limitations and future directions are discussed.
Descriptors: Higher Education, Graduate Study, Graduate Students, Teaching Methods, Multicultural Education, Schools of Education, Questionnaires, Data Collection, Focus Groups, Data Analysis, Peer Relationship, White Students, Cultural Differences, Comparative Analysis, Student Diversity, College Faculty, Classroom Environment, Student Experience
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A