Student and faculty perspectives on the emphasis of inclusive and culturally engaging coursework

Abstract

Higher education provides opportunities for students from homogeneous backgrounds to be introduced to new concepts and experiences, and it has the potential to create environments that engage and include students from marginalized backgrounds. It is not enough to strive for structural diversity; institutions should intentionally create formal diversity experiences, such as coursework focused on inclusive and culturally engaging activities. This large-scale, multi-institution study of undergraduate and faculty perceptions of inclusive and culturally engaging coursework gives insight into the ways faculty create supportive environments in their classrooms and the students who are participating in these activities. This paper focuses on areas in which campuses are succeeding in creating more inclusive and culturally engaging classroom environments and areas that need improvement.