© 2015 APA, all rights reserved). Diversity courses in higher education have been associated with many positive educational and developmental outcomes as well as challenges. Studies have examined these types of undergraduate courses within education, psychology, and other disciplines (e.g., Hurtado, 2001; Hurtado, Mayhew, & Engberg, 2012; Larke & Larke, 2009); however, less research has been conducted on graduate-level diversity courses, their students, processes, and outcomes. To address this gap, the current study explored the experiences with and perspectives on diversity classes of 16 (2 male and 14 female) diverse students in graduate-level diversity courses in a school of education. Researchers used questionnaires and a focus group to collect data. Emergent themes include Essential Instructor Characteristics and Methods, Peer Interactions, Diversity Class Climate, Uniqueness of Diversity Courses, Graduate Course Context, Improving Graduate Diversity Courses, and Impact on Students. Limitations and future directions are discussed. (PsycINFO Database Record

中文翻译：

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研究生课堂教学的多样性：教师、学生、课堂，还是以上所有？

© 2015 APA，保留所有权利）。高等教育中的多元化课程与许多积极的教育和发展成果以及挑战有关。研究检查了教育、心理学和其他学科中的这些类型的本科课程（例如，Hurtado，2001 年；Hurtado、Mayhew 和 Engberg，2012 年；Larke 和 Larke，2009 年）；然而，对研究生水平的多样性课程、学生、过程和结果的研究较少。为弥补这一差距，本研究探讨了教育学院研究生级别多元化课程中 16 名（2 名男性和 14 名女性）多元化学生的多元化课程的经验和观点。研究人员使用问卷和焦点小组来收集数据。紧急主题包括基本教师特征和方法，同伴互动、多样性课堂氛围、多样性课程的独特性、研究生课程背景、改进研究生多样性课程以及对学生的影响。讨论了局限性和未来的方向。（PsycINFO 数据库记录