The Culturally Sensitive Curricula Scales (CSCS): Measuring BAME vs White students’ perspectives on the cultural sensitivity of the curriculum

Existing sector-wide student surveys do not illuminate the BAME student experience gaps captured in qualitative research and recent de-colonise movements (e.g. Peters 2018). We adopted a ‘race-focused’ approach (DeCuir-Gunby & Schutz, 2014) to conceptualise and construct a new set of four scales for assessing students’ experiences of the cultural sensitivity of their curricula. We validated these scales with 262 students, yielding 19 itemsaddressing four factors (Diversity Represented, alpha=.87; Positive portrayals, alpha=.81; Challenge Power, alpha=.88; Inclusive Classroom Interactions, alpha=.83). The survey revealed significant differences between BAME and White students’ perceptions of their curricula, helping to explain gaps in students’ engagement.