ABSTRACT

The current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.

摘要

当前的研究报告了一种专业发展模式的成果，该模式旨在增强教师的文化能力和技能，以教授多样性和包容性。跨社会科学学科的教师基于强调学习原则，批判意识和白人种族认同发展的理论框架，合作开发了创建包容性社区（CIC）。这项研究基于事前调查分析研究了学生文化能力模型的结果。调查结果表明，学生认为与种族教学法有关的课程活动受益匪浅，并且在三门课程中的两门显示出统计学上的显着结果。这些发现表明，包容性模式的注入，包括与多样性主题不直接相关的课程的注入，对学生有潜在的好处。此外，在整个学期中，通过采用更加综合的方法来加强影响。