The Effects of Diversity Training on Faculty and Students’ Classroom Experiences

Booker, Keonya C.; Merriweather, Lisa R.; Campbell-Whatley, Gloria D.

doi:10.20429/ijsotl.2016.100103

Cited by 27 publications

(12 citation statements)

References 11 publications

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“…53 Efforts in higher education have largely been limited to online modules or "one-and-done" faculty development sessions. 54 However, the impact of such comments and interactions underscore the importance and need for a strong faculty development effort.…”

Section: Culturally Responsive Teaching As a Bridge Between Frameworkmentioning

confidence: 99%

The Case for Culturally Responsive Teaching in Pharmacy Curricula

Rockich‐Winston

Wyatt

2019

American Journal of Pharmaceutical Education

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Cultural diversity training in pharmacy education has evolved from standalone lectures to longitudinal courses, service-learning initiatives, rotation experiences and global health opportunities. Cultural competency frameworks have served as the scaffold for cultural diversity training, yet educators in other health care disciplines have called into question the utility of such frameworks and offered cultural humility as an alternative to foster development and lifelong learning. In order to implement and assess outcomes tied to cultural diversity successfully, this commentary discusses the five elements of culturally responsive teaching that will provide the tools necessary to integrate cultural humility across pharmacy curricula. In addition, we address how to approach faculty development to avoid common maladaptations in pedagogical movements and conclude with addressing the salient objectives to evaluate gains in student, institutional, and societal outcomes.

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Section: Culturally Responsive Teaching As a Bridge Between Frameworkmentioning

confidence: 99%

The Case for Culturally Responsive Teaching in Pharmacy Curricula

Rockich‐Winston

Wyatt

2019

American Journal of Pharmaceutical Education

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“…Additionally, conducting surveys, interviews, or focus groups with students in courses taught by faculty participants would clarify how any changes in teaching practices are affecting the classroom climate and perceived student learning experiences. A similar study reported that students felt safe, valued, and visible in courses taught by faculty who participated in diversity training and were intentional in their efforts to create an atmosphere of inclusion (Booker et al, 2016).…”

Section: Limitations and Future Researchmentioning

confidence: 89%

“…As such, there is a need for professional development opportunities that support faculty members in embracing diversity as an asset and in becoming more culturally responsive in their teaching (Barrington, 2004;Gay, 2018;Marchesani & Adams, 1992;Powell, Cantrell, Malo-Juvera, & Correll, 2016;Prater & Devereaux, 2009;Villegas & Lucas, 2002). Inclusive pedagogy interventions, such as workshops, have been shown to help faculty be more intentional in their efforts to select content and incorporate instructional strategies that leverage the educational benefits of diverse classrooms (Booker, Merriweather, & Campbell-Whatley, 2016). As participants in these workshops, faculty become more self-aware of their own social identities and associated privileges, and also acknowledge and confront their own implicit biases (Cooper & Chattergy, 1993;Killpack & Melon, 2016).…”

Section: Introductionmentioning

confidence: 99%

Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops

et al. 2020

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Background: As higher education institutions strive to effectively support an increasingly diverse student body, they will be called upon to provide their faculty with tools to teach more inclusively, especially in science, technology, engineering, and mathematics (STEM) classrooms where recruitment and retention of students from underrepresented and disadvantaged groups present long-standing challenges. Pedagogical training approaches to creating inclusive classrooms involve interventions that raise awareness of student and instructor social identities and explore barriers to learning, such as implicit bias, microaggressions, stereotype threat, and fixed mindset. Such efforts should focus on embracing diversity as an asset leveraged to benefit all students in their learning. In this paper, we describe the impact of multiday, off-campus immersion workshops designed to impart faculty with these tools. Based on analysis of workshop participant data, we report the resulting changes in faculty knowledge of factors affecting classroom climate and student success in STEM, attitudes about students, and motivation to adopt new teaching practices aimed at fostering equitable and culturally responsive learning environments. Results: Key findings indicate that attendees (1) increased their knowledge of social identities and the barriers to learning in STEM classrooms, particularly those faced by students from underrepresented groups in STEM or socioeconomically challenged backgrounds; (2) changed their attitudes about students' abilities as science majors, shifting away from a fixed-mindset perspective in which characteristics, such as intelligence, are perceived as innate and unalterable; and (3) modified their teaching approaches to promote inclusivity and cultural responsiveness. Conclusion: Faculty members, who are linchpins in the evolution of college classrooms into settings that provide students with equitable opportunities to succeed academically in STEM, can benefit from participating in immersion workshops structured to support their awareness of issues affecting classroom culture related to race/ethnicity, LGBTQ status, religious affiliation, ability, socioeconomic status, and other social identities that contribute to disparities in STEM achievement and persistence.

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“…Likewise, multiple pedagogical researchers have concluded that college faculty need effective diversity training (Booker, Merriweather & Campbell-Whatley, 2016;Boysen, Vogel, Cope & Hubbard, 2009;Boysen, 2012;Caplan & Ford, 2014;Jones, 2017;Marcus, Mullins, Brackett, Tang, Allen & Pruett, 2003;Minikel-Lacocque, 2013;Samuels, 2014;Sue, Lin, Torino, Capodilupo & Rivera, 2009;Torres, Howard-Hamilton & Cooper, 2003). Effective diversity training allows faculty members to feel confident in interacting with these topics in a university setting, to model non-discriminatory language and behavior, and to adequately prepare students to work in multicultural professional workplaces (Burnell & Schnackenberg, 2015;Goldstein Hode, Behm-Morawitz & Hays, 2018;Jones, King, Nelson, Geller & Bowes-Sperry, 2013;Rogers-Sirin & Sirin, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Raising Institutional Awareness and Pedagogical Sensitivity: An Analysis of College Faculty Participation in SEED Training

2021

JHETP

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Seeking Educational Equity and Diversity (SEED) is a national, peer-led professional development program that promotes change through self-reflection and interpersonal dialogue, with the goals of widening and deepening school and college curricula and making communities more inclusive. This study examines a Christian university in the coastal Western United States which is currently in the fifth year of its own version of SEED conversations involving over fifty percent of the college's full-time faculty. In order to assess the outcomes of SEED training, the authors conducted a survey of faculty who completed the program. This paper will present an overview of the benefits and issues with SEED training for faculty in higher education and discuss preliminary results of the SEED program assessment.

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The Effects of Diversity Training on Faculty and Students’ Classroom Experiences

Cited by 27 publications

References 11 publications

The Case for Culturally Responsive Teaching in Pharmacy Curricula

The Case for Culturally Responsive Teaching in Pharmacy Curricula

Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops

Raising Institutional Awareness and Pedagogical Sensitivity: An Analysis of College Faculty Participation in SEED Training

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