Reimagining Curricula: Effects of Cultural (In)Sensitivity of Curricula on Racially Minoritised Students' Engagement

Autor/inn/en	Thomas, Dave S. P.; Quinlan, Kathleen M.
Titel	Reimagining Curricula: Effects of Cultural (In)Sensitivity of Curricula on Racially Minoritised Students' Engagement
Quelle	In: Studies in Higher Education, 48 (2023) 2, S.283-298 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Dave S. P.) ORCID (Quinlan, Kathleen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2022.2134332
Schlagwörter	Graduate Students; Art Education; Humanities; Social Sciences; Curriculum; Cultural Awareness; Minority Group Students; Race; Learner Engagement; Student Attitudes; Interaction; Ethnicity; Critical Race Theory; Culturally Relevant Education; Foreign Countries; Teacher Student Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Curricula; Lehrplan; Rahmenplan; Cultural identity; Kulturelle Identität; Rasse; Abstammung; Schülerverhalten; Interaktion; Ethnizität; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Imperatives to eliminate racial inequalities in higher education (HE) have led to calls for diversification of curricula. Qualitative evidence is growing about racially minoritised students' perceptions of their curricula and its impact on them. Yet there are no specific instruments to facilitate evaluation of curricular diversification and its impact on students. We examined the relationship between students' perceptions of the cultural sensitivity of their curriculum and their engagement, as measured by students' interactions with their teachers and their interest in their programme of study. To do so, we conceptualised and developed a new set of four Culturally Sensitive Curriculum Scales, making a significant, original conceptual and methodological contribution. A racially diverse sample of second through postgraduate students primarily in arts, humanities and social sciences (N = 262; 189 F) rated the cultural sensitivity of the curriculum of their programme, their interactions with teachers, and their interest. Racially minoritised students (n = 157) perceived their curriculum as less culturally sensitive on all four dimensions, reported fewer academic interactions with teachers, and had lower levels of interest than White students (n = 100). Each of the four Culturally Sensitive Curriculum Scales was significantly related to academic interactions with teachers and to interest. Regression analyses showed that all dimensions of cultural sensitivity mediated effects of ethnicity on interactions with teachers. Two dimensions of cultural sensitivity (Diversity Represented and Challenge Power) mediated effects of ethnicity on interest. Therefore, ensuring curricula are diverse and critical may support racially minoritised students' engagement, potentially contributing to reducing achievement gaps. Further implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01