Promoting Professional Education Students' Interest Through Culturally Sensitive Curricula

• In Event: Exploring Teaching and Learning in the Professions

Abstract

We examined the relationship between professional education students’ perceptions of the cultural sensitivity of their curriculum and their interest in their program. 286 (228 F) students rated the cultural sensitivity of the curriculum on six scales, their interest, and their relationships with teachers. Racially minoritized students (n=99) perceived their curriculum as less culturally sensitive than White students (n=182). There were no significant differences between minoritized students and White students on interest or the perceived quality of relationships with teachers. Five dimensions of cultural sensitivity (Diversity Represented, Positive Depictions, Challenge Power, Inclusive Classroom Interactions, Culturally Sensitive Assessments) predicted interest. Ensuring curricula and assessments represent diversity positively and challenge power may support professional education students’ interest while reflecting an increasingly diverse society.

Authors

• Kathleen M. Quinlan, University of Kent
  Presenting Author

• Dave S.P. Thomas, Solent University
  Presenting Author

• Annette Hayton, University of Bath
  Non-Presenting Author

• Jo Astley, University of Derby
  Non-Presenting Author

• Leda Blackwood, University of Bath
  Non-Presenting Author

• Fatmata Daramy
  Non-Presenting Author

• Morag Duffin
  Non-Presenting Author

• Muhammad Arslan Haider, University of Kent
  Non-Presenting Author

• Deborah Husbands, University of Westminster
  Non-Presenting Author

• Richard Joiner, University of Bath
  Non-Presenting Author

• Helen Kay
  Non-Presenting Author

• Mary Mosoeunyane, University of Buckinghamshire
  Non-Presenting Author

• Ian Turner, University of Derby
  Non-Presenting Author

• Claire L. Walsh, Sheffield Hallam University
  Non-Presenting Author

• Dan West, University of Derby
  Non-Presenting Author