Teaching Diversity in the Graduate Classroom: The Instructor, the Students, the Classroom, or All of the Above?

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, & Engb...

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Bibliographic Details
Published in:Journal of diversity in higher education 2016-06, Vol.9 (2), p.143-157
Main Authors: Morgan Consoli, Melissa L., Marin, Patricia
Format: Article
Language:English
Subjects:
Classroom Environment
College Faculty
Comparative Analysis
Cultural Differences
Data Analysis
Data Collection
Diversity
Female
Focus Groups
Graduate Education
Graduate Students
Graduate Study
Higher Education
Human
Male
Multicultural Education
Peer Relationship
Questionnaires
Schools of Education
Student Attitudes
Student Diversity
Student Experience
Teaching Methods
United States (West Coast)
White Students
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Summary: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.
ISSN:1938-8926
1938-8934
DOI:10.1037/a0039716