Research in Higher Education

, Volume 52, Issue 6, pp 572–588

Measuring the Diversity Inclusivity of College Courses


DOI: 10.1007/s11162-010-9210-3

Cite this article as:
Nelson Laird, T.F. Res High Educ (2011) 52: 572. doi:10.1007/s11162-010-9210-3


Most studies of curricular diversity have focused on the effects of participation in diversity courses on student outcomes. Though the results have been positive, these studies have used limited measures of curricular diversity and there is a great need for a complimentary body of research demonstrating what faculty and what types of courses are more likely to include diversity. This study relies on 12 diversity inclusivity items derived from a comprehensive model of how diversity is included into a course to investigate how much diversity is being included in collegiate courses and what predicts diversity inclusivity, as measured by two scales: diverse grounding and inclusive learning. The results, based on 7,101 responses from faculty participating in the 2007 Faculty Survey of Student Engagement, suggest that most faculty are including diversity in their courses in some way, but that women and faculty of color tend to include diversity to a greater extent than their colleagues. Also, courses taught in the soft fields are more likely to be inclusive of diversity.


Diversity inclusivity College teaching Faculty Survey of Student Engagement 

Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  1. 1.Indiana UniversityBloomingtonUSA

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