College of Education > Diversity Commitment > COE Diversity Study

COE Diversity Study

Quantitative Survey Results

Purpose: This research investigated the students' perception of diversity implementation in the curriculum and in their personal and professional experiences in the College of Education. The study was commissioned by the College of Education Diversity Committee appointed by Interim Dean Frances Kochan in the spring of 2001. Members of the COE Diversity Committee include: Dr. Andrew Weaver, committee chair; Dr. Renée A. Middleton, Counseling and Counseling Psychology; Dr. Edna Brabham, Curriculum and Teaching; Dr. Ivan Watts, Educational Foundations, Leadership and Technology; Dr. Erica Jackson, Health and Human Performance; Dr. Vivian Larkin, Rehabilitation and Special Education; and Dr. Emily Melvin, assistant dean.

Survey Instrument: The Diversity Survey for Students (Brabham, Middleton and Watts, 2002) employed 30 items pertinent to diversity implementation for students. The content questions were driven by requirements from the National Council for Accreditation of Teacher Education and Interstate New Teacher Assessment and Support Consortium. The scales developed were: (1) Curriculum Experience (five items); (2) Personal Experiences (four items); (3) Faculty Professional Experiences (seven items); (4) Professional Experiences with School Teachers (seven items); and (5) Professional Experiences with Other Students (seven items). Items were scored on a Yes/No scale or a four-point Likert-type scale. A series of one sample chi-square tests were also conducted to assess students' perceptions of their exposure to faculty, professionals and other students who represent diversity with respect to: (a) ethnic/racial, (b) gender, (c) language, (d) exceptionality, (e) religion, (f) sexual orientation, and (g) physical appearance.  

Participants: The courses identified to participate were those that were readily accessible to the Diversity Committee during the spring semester of 2001. Curriculum and Teaching had a participation rate of 42.5 percent. Health and Human Performance had a participation rate of 17.4 percent. Rehabilitation and Special Education had a participation rate of 11.7 percent. The percentage of those not reporting their departmental affiliation is 28.5. The percent of surveys returned by the 10 declared majors or content areas reported are as follows:

Strengths in the College of Education 

The results indicate that students perceived positive diversity experiences with College of Education faculty in the following areas:

• Faculty knowledgeable about diversity

• Positive field or practical experiences relating to diversity

• Faculty sensitive in preparing students to work with diverse groups

• Faculty effective at designing learning experiences to help process diversity concepts

 View these results, see tables 1 - 4

Emerging Strengths in the College of Education 

The results of the chi-square tests indicated that students reported "some significant opportunity" for exposure to faculty diversity on the dimensions of diversity:

• Ethnic/racial - approximately 40 %

• Gender - approximately 60 %

• Exceptionality/disability - approximately 20 %

• Physical appearance (disfigurement, height, weight, etc.) - approximately 35 %

View these results, see tables 10 - 16

Students reported perceived diversity interactions with school teachers and other professionals and other student peers in two areas as follows:

• Ethnic/racial - greater than 40 %

• Gender - greater than 60 %

View the results of Interaction with School Teachers, see tables 17 - 23

View the results of Interaction with Student Peers, see tables 24 - 30

Areas to Focus on within the College of Education 

The results of the study suggested that students needed more exposure to diversity with school teachers and other external professionals and other students. Overall, the results indicated the need to provide students more opportunities to interact with people that represent diversity in regards to sexual orientation, language, physical appearance, ethnic/racial and religion.

Students perceived "little" or "no opportunity" for exposure to faculty diversity in the following areas:

• Religion

• Language

• Sexual orientation

• Ethnic/racial

View these results, see tables 10 - 16

Students reported "little opportunity" or "no opportunity" for exposure to diversity with school teachers, other professionals and other student peers in the following areas:

• Language

• Religion

• Physical appearance

• Sexual orientation

View the results of Interaction with School Teachers, see tables 17 - 23

View the results of Interaction with Student Peers, see tables 24 - 30

Discussion: The results of the study suggest that students perceive that diversity is present in faculty representation in the areas of ethnic/racial and gender in the College of Education. However, there is room for improvement in both areas. The faculty members in the College of Education appear to provide more exposure to diversity than school teachers,  professionals and other students. However, students reported "little opportunity" to be exposed to diversity (curriculum, personal or professional experiences) in the areas of sexual orientation, religion and language in the College. Because one of the goals of this study was to identify deficient areas of diversity exposure and information, more opportunities to interact with faculty, school teachers and other students with diverse sexual orientation, physical ability, physical appearance, as well as international population is recommended.

Qualitative Results to Follow

Qualitative survey results are in progress. It is expected that these results will yield additional information with respect to why students responded the way they did, was well as more details regarding "specific" concerns with regards to preparation/curriculum issues relating to diversity, nature and quality of peer relationship and feedback regarding students performance in the are of implementing diversity.

Last Updated: Feb 11, 2011