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EXAMINING DOCTORAL STUDENTS' PERCEPTIONS OF DIVERSITY IN A DIVERSITY STUDIES SPECIALIZATION

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Date Issued:
2017
Summary:
A recent challenge for contemporary education has been to efficiently educate the increasingly diverse American population (Holley, 2013). Seeking to resolve the problems related to the education of a diverse student population, colleges and universities across the United States have begun to require students to enroll in diversity courses (Humphreys, 2000). Tsui (1999) and Case (2007) found that diversity courses provided various educational and behavioral benefits. However, despite the benefits provided by diversity courses, educational systems have directed their attention to the number of diversity courses necessary to promote significant change in students' perceptions (Bowman, 2010a). According to Bowman (2010a), all students should take multiple diversity courses to increase the benefits. The current study adopted a qualitative research design using narrative inquiry approach along with transformative learning theory framework. Participants of this study were 17 male and female doctoral students enrolled in a diversity studies specialization at the University of West Florida. This study used interviews as a main source of data. This researcher analyzed the data and presented emergent themes to provide insight into participants' first-hand experiences regarding diversity. The findings of this study were reflective of individual participants' perceptions and experiences. Data collected from participants suggested that doctoral students experienced positive perspective transformation after taking multiple diversity courses. Results of this study contribute to educational policies and practices as findings suggest that a wide variety of diversity courses should be included in the higher educational curriculum. Multiple diversity courses may positively influence students' perspectives about diversity by providing them the tools to successfully engage and interact in an increasingly diverse society.
Title: EXAMINING DOCTORAL STUDENTS' PERCEPTIONS OF DIVERSITY IN A DIVERSITY STUDIES SPECIALIZATION.
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Name(s): Correa, Daniel de Souza, Author
Type of Resource: text
Date Issued: 2017
Publisher: University of West Florida
Language(s): English
Summary: A recent challenge for contemporary education has been to efficiently educate the increasingly diverse American population (Holley, 2013). Seeking to resolve the problems related to the education of a diverse student population, colleges and universities across the United States have begun to require students to enroll in diversity courses (Humphreys, 2000). Tsui (1999) and Case (2007) found that diversity courses provided various educational and behavioral benefits. However, despite the benefits provided by diversity courses, educational systems have directed their attention to the number of diversity courses necessary to promote significant change in students' perceptions (Bowman, 2010a). According to Bowman (2010a), all students should take multiple diversity courses to increase the benefits. The current study adopted a qualitative research design using narrative inquiry approach along with transformative learning theory framework. Participants of this study were 17 male and female doctoral students enrolled in a diversity studies specialization at the University of West Florida. This study used interviews as a main source of data. This researcher analyzed the data and presented emergent themes to provide insight into participants' first-hand experiences regarding diversity. The findings of this study were reflective of individual participants' perceptions and experiences. Data collected from participants suggested that doctoral students experienced positive perspective transformation after taking multiple diversity courses. Results of this study contribute to educational policies and practices as findings suggest that a wide variety of diversity courses should be included in the higher educational curriculum. Multiple diversity courses may positively influence students' perspectives about diversity by providing them the tools to successfully engage and interact in an increasingly diverse society.
Identifier: WFE0000583 (IID), uwf:61195 (fedora)
Note(s): 2017-12-01
Ed.D.
Department of Research and Advanced Studies
Doctorate
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000583
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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