ABSTRACT

I examined concerns surrounding teaching culturally diverse students held by a cross-disciplinary sample of higher education faculty at a major Midwestern university in the United States. Findings indicated as faculty levels of acceptance of culturally diverse students increased, negative faculty attitudes toward these students decreased, as did faculty concerns that these students might hold negative perceptions toward them. A greater acceptance of culturally diverse students was also associated with a faculty assigning greater importance to incorporating content regarding cultural diversity into their courses, and spending more time discussing diversity issues in class. Faculty identified chief barriers concerning the incorporation of diversity issues into their course content as: (1) not finding diversity issues relevant to their course content; (2) time constraints; and, (3) student apprehension about faculty including diversity content in courses.

摘要

我研究了美国中西部一所主要大学的跨学科高等教育教师样本对教学文化多元化学生的担忧。调查结果表明，随着教师对文化多元化学生的接受程度提高，教师对这些学生的负面态度就会减少，教师担心这些学生可能对他们持有负面看法的担忧也随之减少。对文化多样性学生的更大程度的接受也与教师更加重视将文化多样性内容纳入他们的课程，并花更多时间在课堂上讨论多样性问题有关。教师们认为将多样性问题纳入课程内容的主要障碍是：(1) 没有发现与其课程内容相关的多样性问题；（二）时间限制；(3) 学生对教师的担忧，包括课程内容的多样性。