Reimagining Curricula: Supporting Minority Ethnic Students' Interest Through Culturally Sensitive Curricula

• In Event: Cultural and Transdisciplinary Considerations in Curriculum

Abstract

This study examined the relationship between university students’ perceptions of the cultural sensitivity of their curriculum and their interest in their major. An ethnically diverse sample (N=262) rated the cultural sensitivity of the curriculum of their major and their interest. Ethnic minority students (n=157) perceived their curriculum as less culturally sensitive on all four dimensions and had lower levels of interest than White students (n=100). Each of the newly developed Culturally Sensitive Curriculum Scales was significantly related to interest. Regression analyses showed that 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 minority ethnic students’ interest and potentially contribute to reducing achievement gaps.

Authors

• Dave S.P. Thomas, University of Kent

• Kathleen M. Quinlan, University of Kent