Community College Instructors and Race: Learning about Teaching a Dimension of Diversity
Abstract
The purpose of this qualitative case study was to examine community college teachers’ perceptions of racial diversity through their day-to-day interactions with students, other faculty, and the school administration. As the researcher and a part-time faculty member of a community college, I conducted interviews with seven participants from the college where I am employed, and also asked participants to engage in six weeks of journaling. Additional research included a document review of more than 550 course outlines, researching them for inclusion of racial diversity components, as well as keeping my own personal journal. My research questions focused on defining and understanding racial diversity, challenges within the classroom, addressing issues of racial diversity in a learning environment and the development and delivery of diversity-focused curriculum. Based on my data analysis, four key findings emerged: racial diversity in the classroom is difficult to define and embrace; addressing racial diversity issues is challenging for educators; faculty need administrative support to embrace diversity; and the development and delivery of a more diversity-focused curriculum is necessary. I concluded that educators are challenged by racial diversity in the classroom environment, resources to understand and embrace racial diversity are not always present or accessible, and more action must be taken to support faculty in the development and delivery of diversity-focused curriculum.
Description
Keywords
Education, Education--Adult and Continuing, Education--Community College, Education--Curriculum and Instruction, Education
Citation
Cooper, J. E. (2016). Community College Instructors and Race: Learning about Teaching a Dimension of Diversity (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25360