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Reimagining the curricula in higher education: Increasing students’ interaction with teachers and Interest through Culturally Sensitive Curricula

Thomas, Dave S.P., Quinlan, Kathleen M. (2021) Reimagining the curricula in higher education: Increasing students’ interaction with teachers and Interest through Culturally Sensitive Curricula. In: 6th Biennial International Conference on Access, Participation, and Success, 15-18 March 2021, Virtual. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:87038)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
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http://www.open.ac.uk/about/wideningparticipation/...

Abstract

Persistent racial equality gaps exist in HE. Positive interactions with teachers and interest are both associated with higher attainment (Jansen, Lüdtke, & Schroeders, 2016; Kuh & Hu, 2011), yet BAME/White gaps exist on these two engagement variables (Lundberg & Schreiner, 2004; Quinlan, 2004). We traced these “engagement gaps” back to the lack of culturally sensitive curricula, suggesting that reforming curricula may help close both engagement and attainment gaps (Museus, 2014). Adopting a ‘race-focused’ approach (DeCuir-Gunby & Schutz, 2014) we investigated: 1) the extent to which students, particularly Black, Asian, and Minority Ethnic (BAME) students, perceive their curriculum as culturally sensitive; and 2) the relationship between cultural sensitivity in curricula and students’ engagement, defined as their academic interactions with teachers and their interest in the subject. To answer these questions, we developed a new set of Culturally Sensitive Curriculum Scales which make an important conceptual and methodological contribution to research.

Item Type: Conference or workshop item (Paper)
Subjects: L Education
L Education > L Education (General)
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Dave Thomas
Date Deposited: 10 Mar 2021 01:30 UTC
Last Modified: 31 May 2021 19:22 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/87038 (The current URI for this page, for reference purposes)
Thomas, Dave S.P.: https://orcid.org/0000-0002-7561-9719
Quinlan, Kathleen M.: https://orcid.org/0000-0003-3606-4148
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