Diversity Curricula Mandates in Higher Education: A Student Impact Assessment

Abstract

The present study focused on the impact of mandatory diversity education on the University of Central Florida student body. Currently, UCF cites a requirement of at least one diversity course for every student completing a first bachelor's degree. One hundred forty-six undergraduate students were surveyed using a web-based questionnaire containing general demographic and attitude/behavior-assessing items. The survey was designed to assess students' attitudes toward diversity education in general and as a requirement for graduation, as well as the degree to which the mandate's goals are being met. The data analysis indicates a comparable level of agreement with mandatory diversity education among UCF students surveyed and those surveyed in other studies. Additionally, UCF students experienced a "cumulative positive effect" as was measured by significantly higher ratings of "new knowledge or understanding of others" gained after completing three or more diversity-oriented courses as compared to completing fewer than three courses. The possible influence of demographic variables on students' educational outcome and agreement with mandatory diversity education was also examined. Implications for future research to gain a more comprehensive view of the impact of mandatory diversity curricula on UCF students are discussed.

Notes

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Thesis Completion

2004

Semester

Spring

Advisor

Chin, Matthew

Degree

Bachelor of Science (B.S.)

College

College of Arts and Sciences

Degree Program

Psychology

Subjects

Arts and Sciences -- Dissertations, Academic; Dissertations, Academic -- Arts and Sciences; Multicultural education -- Florida -- Orlando

Format

Print

Identifier

DP0021865

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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