Infusing Diversity Into the Curriculum: What Are Faculty Members Actually Doing?

Abstract

This study was intended as an initial investigation to shed light on how faculty members are implementing multicultural course transformation in their classrooms to prepare students to live and work in a diverse world. The authors investigated faculty practice as they integrated diversity into the curriculum on a small, regional college campus by conducting a content analysis of faculty annual reports over a 5-year period. The vast majority (90%) of faculty included comments about adding diversity course content, just under half (49%) included descriptions of different teaching strategies, and a minority talked about better understanding their students (18%) or themselves (16%). This article concludes with a discussion of the findings’ implications and outlines recommendations for change.