Promoting students’ interest through culturally sensitive curricula in higher education

Tools

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, 88, 1131-1351. [Article]

Documents
33202:706780
[thumbnail of Kay-PromotingStudents'Interest( VoR ).pdf]
Preview
PDF
Kay-PromotingStudents'Interest( VoR ).pdf - Published Version
Available under License Creative Commons Attribution.

Download (928kB) | Preview
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.
More Information
Official URL:
https://link.springer.com/article/10.1007/s10734-0...
Open Access URL:
https://link.springer.com/content/pdf/10.1007/s107...
Open Access Version:
Published version
Uncontrolled Keywords:
1301 Education Systems; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education; Education; 3903 Education systems; 3904 Specialist studies in education
Page Range:
1131-1351

Identifiers

Identification Number:
10.1007/s10734-023-01172-z
ORCID for Kathleen M Quinlan: ORCID iD orcid.org/0000-0003-3606-4148
ORCID for Dave SP Thomas: ORCID iD orcid.org/0000-0002-7561-9719
ORCID for Leda Blackwood: ORCID iD orcid.org/0000-0002-3817-129X
ORCID for Fatmata K Daramy: ORCID iD orcid.org/0009-0004-8127-1052
ORCID for Morag Duffin: ORCID iD orcid.org/0009-0001-4348-4231
ORCID for Deborah Husbands: ORCID iD orcid.org/0000-0003-2979-5655
ORCID for Ian J Turner: ORCID iD orcid.org/0000-0002-5070-6621

Library

Item Type:
Article
SWORD Depositor:
Symplectic Elements
Depositing User:
Symplectic Elements
Date Deposited:
17 Feb 2024 17:54
Last Modified:
18 Dec 2024 17:04
Date of first compliant deposit:
17 February 2024
Date of first compliant Open Access:
17 February 2024
Version of first compliant deposit:
Version of Record
URI:
https://shura.shu.ac.uk/id/eprint/33202
Statistics

Downloads

Downloads per month over past year

View more statistics

Metrics

Altmetric Badge

Dimensions Badge

Share
Add to AnyAdd to TwitterAdd to FacebookAdd to LinkedinAdd to PinterestAdd to Email

Actions (login required)

View Item View Item

SHURA supports OAI 2.0 with a base URL of https://shura.shu.ac.uk/cgi/oai2