Diversity Curricula Mandates in Higher Education: A Student Impact Assessment
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.
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Bachelor of Science (B.S.)
College of Arts and Sciences
Arts and Sciences -- Dissertations, Academic; Dissertations, Academic -- Arts and Sciences; Multicultural education -- Florida -- Orlando
Length of Campus-only Access
Honors in the Major Thesis
Stinson, Loma, "Diversity Curricula Mandates in Higher Education: A Student Impact Assessment" (2004). HIM 1990-2015. 403.