Unpacking Student-Facing Rationales for University-Required Diversity Coursework

• In Event: From Critical Race Theory Bans to Automatic Admissions: Examining Equity Outcomes of Policy Decisions

Abstract

This study utilizes affirmative action rationales to categorize student-facing descriptions of required diversity courses. Discourse analysis on 195 descriptions reveals that universities are most likely to employ the diversity or economic rationales and much less likely to subscribe to the social justice rationale.

Author

• Christine Zabala-Eisshofer, University of Oklahoma
  Presenting Author