Pedagogy and Practice: The Faculty Role in Developing Students' Diversity Awareness

• In Event: 56.081 - Roundtable Session 24
  In Roundtable Session: 56.081-6 - Enacting Equity-Focused Faculty

Abstract

The purpose of this paper is to examine whether specific pedagogical practices are associated with undergraduates’ growth in diversity awareness in seven areas (their own and others’, social class and economic, gender, sexual orientation, physical or other observable disabilities, and learning or psychological disabilities). The pedagogical practices explored in this study include both academic and social components of teaching and learning. Data from 5,709 undergraduate students enrolled at six large, public research universities in spring 2014 suggest that faculty interactions with students outside of class were significantly associated with students' growth in diversity awareness. Additionally, more frequent interactions with faculty in class and group homework assignments outside of class increased students’ development of diversity awareness in all social identity categories.

Authors

• Krista M. Soria, University of Minnesota

• G. Blue Brazelton, Northern Arizona University

• Cynthia Penny, Saint Mary's University of Minnesota