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| Autor/inn/en | Inoue, Yukiko; Johnson, Kirk |
|---|---|
| Titel | Diversity and Multiculturalism in Higher Education. |
| Quelle | (2000), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cultural Differences; Cultural Interrelationships; Cultural Pluralism; Culture Contact; Diversity (Faculty); Diversity (Institutional); Diversity (Student); Higher Education; Institutional Environment; Minority Groups; Multicultural Education; School Demography; Sex Differences; Sociocultural Patterns; Teacher Attitudes; Teacher Characteristics; Teacher Surveys |
| Abstract | This paper explored the attitudes of college faculty toward diversity and multiculturalism at the University of Guam, which is characterized by the Department of Education as a minority institution; the faculty, on the other hand, is less diverse (60 percent Caucasian). The research explored the dynamic between the ethnic composition of the student body and the faculty, seeking to determine whether significant differences existed between female and male faculty members; whether there were differences among faculty members of different ethnic backgrounds; and if there was an interaction between gender and ethnicity. A questionnaire mailed to all 205 full-time faculty at the University of Guam (response rate approximately 51 percent) found that females were more cooperative in responding than males. Female faculty were also more interested in issues of diversity and in integrating multicultural perspectives into their teaching than their male cohorts. It was found that minority faculty tended to associate and collaborate in teaching and research with other minority faculty; Caucasian faculty were less inclined to associate or collaborate with other Caucasians and more open to developing relationships with non-Caucasian faculty. The study also noted that amount of teaching experience was negatively correlated with attitudes toward diversity and multiculturalism. (Contains 23 references.) (RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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