Promoting students’ interest through culturally sensitive curricula in higher education

• DOI: 10.1007/s10734-023-01172-z
• Publication Date: 2024-01-25T06:01:47Z
• Authors: Kathleen M. Quinlan; Dave S. P. Thomas; Annette Hayton; Jo Astley; Leda Blackwood; Fatmata K. Daramy; Morag Duffin; Muhammad Arslan H...; Deborah Husbands; Richard Joiner; Helen Kay; Mary Mosoeunyane; Ian J. Turner; Claire Walsh; Dan West
• Keywords: Racial Bias

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