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

Thomas, Dave S.P, Quinlan, Kathleen M. (2021) The Culturally Sensitive Curricula Scales (CSCS): Measuring BAME vs White students’ perspectives on the cultural sensitivity of the curriculum. In: Advance HE Surveys & Insights Conference 2021: Adapting to challenging times. . (KAR id:87875)

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Abstract

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.

Item Type: Conference or workshop item (Paper)
Uncontrolled keywords: Curricula, Race, Student Experience
Subjects: L Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Dave Thomas
Date Deposited: 02 May 2021 15:30 UTC
Last Modified: 04 May 2021 10:12 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/87875 (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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