Promoting students’ interest through culturally sensitive curricula in higher education

QUINLAN, Kathleen M, THOMAS, Dave SP, HAYTON, Annette, ASTLEY, Jo, BLACKWOOD, Leda, DARAMY, Fatmata K, DUFFIN, Morag, HAIDER, Muhammad Arslan, HUSBANDS, Deborah, JOINER, Richard, KAY, Helen, MOSOEUNYANE, Mary, TURNER, Ian J, WALSH, Claire and WEST, Dan (2024). Promoting students’ interest through culturally sensitive curricula in higher education. Higher Education.

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Abstract

Previous studies have emphasized culturally sensitive curricula in the context of enhancing minoritized students’ education. We examined the relationship between second-year higher education students’ perceptions of the cultural sensitivity of their curriculum and both majoritized and minoritized students’ interest in their course. A total of 286 (228 F) students rated the cultural sensitivity of their curriculum on six scales using a revised version of the Culturally Sensitive Curricula Scales (CSCS-R), the perceived quality of their relationships with teachers, and their interest. The CSCS-R widened the construct with two new scales and showed better reliability. Ethnic minority students (n = 99) perceived their curriculum as less culturally sensitive than White students (n = 182), corroborating previous findings. Black students perceived their curriculum as less culturally sensitive than Asian students. There were no significant differences between ethnic minority and White students on interest or perceived quality of relationships with teachers. Five dimensions of cultural sensitivity (Diversity Represented, Positive Depictions, Challenge Power, Inclusive Classroom Interactions, Culturally Sensitive Assessments) and perceived quality of relationships with teachers predicted interest. Ethnicity did not. Ensuring curricula and assessments represent diversity positively, challenge power and are inclusive may support students’ interest while reflecting an increasingly diverse society.

Item Type:	Article
Uncontrolled Keywords:	1301 Education Systems; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education; Education; 3903 Education systems; 3904 Specialist studies in education
Identification Number:	https://doi.org/10.1007/s10734-023-01172-z
SWORD Depositor:	Symplectic Elements
Depositing User:	Symplectic Elements
Date Deposited:	17 Feb 2024 17:54
Last Modified:	19 Feb 2024 08:00
URI:	https://shura.shu.ac.uk/id/eprint/33202

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