Teaching Diversity in North American Higher Education Master's Programs: Curricula and Rationales

Autor/inn/en	Walpole, MaryBeth; Crockett, Felicia; Lezotte, Stephanie
Titel	Teaching Diversity in North American Higher Education Master's Programs: Curricula and Rationales
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 4, S.1731-1741 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walpole, MaryBeth) ORCID (Lezotte, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-02-2021-0046
Schlagwörter	Masters Programs; Critical Race Theory; Diversity; Foreign Countries; Program Administration; Administrators; Web Sites; College Faculty; Controversial Issues (Course Content); Social Justice; Administrator Attitudes; Student Needs; Standards; Curriculum Evaluation; College Curriculum; North America + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Ausland; Web-Design; Fakultät; Controversial issues; Kontroverse; Soziale Gerechtigkeit; Standard; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Nordamerika
Abstract	Purpose: This study aims to examine North American master's programs in higher education administration, leadership and student affairs; the extent to which these programs incorporate diversity coursework; and their reasons for doing so. Graduate programs must prepare practitioners who are able to work effectively with multiple groups of students, ameliorate persistence and graduation gaps, and create more socially just campuses. Design/methodology/approach: Using an open-ended questionnaire and document analysis, the authors analyzed the extent to which and why these master's programs incorporate courses and course material on diversity. Findings: Exactly half of higher education leadership (50%) and a small majority of student affairs (52%) programs require some type of diversity course, while only 42% of higher education administration programs do so. Reported reasons for including such coursework include students' demand for such courses, the centrality of diversity to university missions and standards in the field. Research limitations/implications: Research on faculty perceptions regarding the need for diversity courses with a focus on interest convergence may be productive. Practical implications: Program directors should ensure that coursework on diversity is required, and that faculty teaching these courses are comfortable discussing these topics to prepare students to work with diverse groups in multiple contexts. Originality/value: This study uses multiple methods (document analysis, open-ended questionnaire of program directors) to analyze programs and program design intentions. The authors use the critical race theory framework's tenet of interest convergence to understand program rationales. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01