Implementing Innovative Pedagogy and a Rainbow Curriculum to Expand Learning on Diversity

Sumner, Steven; Sgoutas-Emch, Sandra; Nunn, Lisa M.; Kirkley, Evelyn A.

doi:10.46504/12201706su

Cited by 3 publications

(4 citation statements)

References 16 publications

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“…One way in which faculty leveraged the curriculum was through teaching LGBQ topics in their courses or proposing stand-alone LGBQ courses (similar to Sumner et al, 2017). Paul, a white heterosexual male faculty member, used writings on LGBQ topics to avoid any controversy that might arise from him speaking his own mind: “My perspective comes out through the people I choose to teach, rather than through what I think because I think that just blocks discussion, and makes it harder for kids to be critical of my position.” Students then do not perceive him as trying to persuade them on LGBQ issues, and he provides them with well-informed perspectives on LGBQ topics.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Less than a decade after Love’s (1997, 1998) study, Getz and Kirkley (2003) described the establishment of a program at the University of San Diego focused on educating the campus about the LGBT community, framed within the university’s Catholic identity and focused on learning from personal experience. This work was continued in Sumner, Sgoutas-Emch, Nunn, and Kirkley’s (2017) discussion of the process the authors followed to seek approval for a cluster of sexuality-themed courses at the University of San Diego. This process was atypically rigorous, necessary only because of the LGBQ content of these courses.…”

Section: Literature Reviewmentioning

confidence: 99%

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“Put the Jesuit Out Front”: How a Catholic, Jesuit University Addresses LGBQ Issues

Hughes

2019

American Educational Research Journal

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The campus climate for LGBQ (lesbian, gay, bisexual, queer) communities in higher education has improved, but not necessarily at religiously affiliated institutions. This case study explores how faculty, staff, and students at a Jesuit, Catholic university address LGBQ issues through interviews, participant observation, and document review. Findings revealed that participants employed a variety of tactics adapted for the Catholic higher education context like Safe Space programming, opportunities for intellectual discourse, and leveraging the curriculum. To navigate institutional power dynamics, participants utilized framing issues as congruent with the university’s mission and engaged influential allies like Jesuit priests. This study holds implications for navigating organizational power dynamics in higher education and addressing the tension posed by addressing LGBQ issues on religiously affiliated campuses.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“Put the Jesuit Out Front”: How a Catholic, Jesuit University Addresses LGBQ Issues

Hughes

2019

American Educational Research Journal

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“…With this in mind, an increased interest now exists in higher education to produce diverse, competent citizens who can be leaders in a global marketplace (Brint, 2015). Universities have an important role to play in ensuring that the next generation of employees is prepared for the growing challenges of an increasingly diverse global work force (Sumner, Sgoutas-Emch, Nunn & Kirkley, 2017). The significance of this cannot be ignored.…”

Section: Literature Reviewmentioning

confidence: 99%

Are we making a difference? Rural university students’ perceptions of diversity and inclusion

Browers

2019

Journal of Social Inclusion

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Recent demographic trends indicate that the evolving workforce will increasingly comprise a variety of cultures, belief systems, and ethnic populations. As future professionals in a global environment, postgraduate business students must understand the increasing importance of differences they will encounter. The purpose of this study is to understand business students' perceptions of diversity and inclusion during their academic experience in a rural university in west-central Michigan, USA. The research design was descriptive, and the research was conducted using a quantitative method of surveying. Any students currently pursuing their qualification at College of Business comprised the target population. A total of 349 students responded to the survey. The respondents ranging in age from 18-24 years responded to Likert scale and nominal questions regarding their perceptions on diversity and inclusion. Although mostly positive, business students shared that some of the current programs could be improved. These perceptions provide constructive data for use in evaluating and amending current diversity and inclusion programs and suggestions for future research are offered based on the study's findings.

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“…40, No. 1 • Fall 2021 can be seen by high DFW (D or F grade or withdraw) rates of students from groups historically marginalized (Roberts et al, 2018), lack of diversity in curricula (Booker & Campbell-Whatley, 2015;Dee & Penner, 2016;Sumner et al, 2017), students not having appropriate accommodations (Lyman et al, 2016), students unable to purchase required course materials because of limited financial means (Jung et al, 2017), a necessity for students to navigate institutions where social capital plays a large role in achievement (Bancroft, 2013;McPherson, 2014), and a lack of diverse role models and mentors (Li & Koedel, 2017;Taylor et al, 2010).…”

mentioning

confidence: 99%

What Really Matters for Instructors Implementing Equitable and Inclusive Teaching Approaches

Addy

Reeves²,

Dube³

et al. 2021

To Improve the Academy

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Supporting instructor implementation of equitable and inclusive teaching approaches is a critical area of focus in educational development. However, there is limited empirical evidence on factors that either support or hinder instructors’ implementation of inclusive teaching. The results of this national survey study reveal several predictors of instructors’ utilization of inclusive teaching approaches and reported obstacles faced. For this sample, knowledge of inclusive teaching was a statistically significant predictor of implementation, as was being from a non-STEM discipline. Responses highlighted promising approaches, several of which can inform the efforts of educational developers. 

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Implementing Innovative Pedagogy and a Rainbow Curriculum to Expand Learning on Diversity

Cited by 3 publications

References 16 publications

“Put the Jesuit Out Front”: How a Catholic, Jesuit University Addresses LGBQ Issues

“Put the Jesuit Out Front”: How a Catholic, Jesuit University Addresses LGBQ Issues

Are we making a difference? Rural university students’ perceptions of diversity and inclusion

What Really Matters for Instructors Implementing Equitable and Inclusive Teaching Approaches

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