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Curriculum inclusiveness challenge: Responding to multiculturalism among workforce education and development graduate students: A mixed methods study
Journal of the Department of Behavioural Sciences (2012)
  • Debra Sharon Ferdinand, Dr.
Abstract
The U.S. society is generally promoted as a “melting pot” of peoples and cultures. But to what extent is such multiculturalism reflected in its curriculum content for a graduate workforce education and development (WED) program at a Mid-Western university? This descriptive study used a mixed methods design to examine graduate students’ perceptions of curriculum inclusiveness for the WED program’s course content. Study findings revealed that U.S. minority and international student groups (Mdn = 4.0) found that WED content was quite often aligned to the interests of the dominant group (U.S. Caucasians), while the dominant group found this phenomenon occurred sometimes (Mdn = 3.0). Responding to multiculturalism among WED graduate students appeared to present a challenge for a Midwestern university, and by extension, subjected students to much cultural and intellectual bondage. Students’ suggestions for improving multiculturalism responsiveness included diversifying/internationalizing WED curriculum content, which is in keeping with multicultural education.
Keywords
  • multicultural education,
  • cultural sensitivity,
  • cultural competence,
  • mixed methods
Publication Date
2012
Citation Information
Debra Sharon Ferdinand. "Curriculum inclusiveness challenge: Responding to multiculturalism among workforce education and development graduate students: A mixed methods study" Journal of the Department of Behavioural Sciences Vol. 1 Iss. 1 (2012)
Available at: http://works.bepress.com/debra_ferdinand/4/