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Unpacking Student-Facing Rationales for University Required Diversity Coursework.

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Title: Unpacking Student-Facing Rationales for University Required Diversity Coursework.
Authors: Zabala-Eisshofer, Christine (AUTHOR)
Source: Journal of Higher Education. 2026, Vol. 97 Issue 3, p571-594. 24p.
Subjects: College curriculum, General education, Pluralism, College environment, Diversity training programs, Affirmative action programs, Social justice, Critical race theory
Abstract: While much attention has been paid to the outcomes associated with required diversity coursework, less research has been conducted on institutional frameworks which argue for the necessity of curricular diversity requirements. This work aims to fill this gap by analyzing the rhetoric institutions use to describe the role of diversity in the undergraduate general education core. This project analyzes the rationales for diversity coursework provided in 80 public-facing course descriptions of 249 universities with required diversity courses in their general education curriculum. These rationales were most likely to align with the diversity rationale that is used in conjunction with legislation around affirmative action cases. Universities highlight the importance of these courses for living and working in a pluralistic society, the value of awareness of diverse others, as well as justifications rooted in social justice and improving campus climate. This piece argues that universities over-rely on the benefits of diversity for all students and risk advancing an "interest convergence" based agenda that may only benefit marginalized students so long as it also benefits the dominant majority. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Unpacking Student-Facing Rationales for University Required Diversity Coursework.
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  Data: <searchLink fieldCode="DE" term="%22College+curriculum%22">College curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22General+education%22">General education</searchLink><br /><searchLink fieldCode="DE" term="%22Pluralism%22">Pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22College+environment%22">College environment</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+training+programs%22">Diversity training programs</searchLink><br /><searchLink fieldCode="DE" term="%22Affirmative+action+programs%22">Affirmative action programs</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink>
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  Data: While much attention has been paid to the outcomes associated with required diversity coursework, less research has been conducted on institutional frameworks which argue for the necessity of curricular diversity requirements. This work aims to fill this gap by analyzing the rhetoric institutions use to describe the role of diversity in the undergraduate general education core. This project analyzes the rationales for diversity coursework provided in 80 public-facing course descriptions of 249 universities with required diversity courses in their general education curriculum. These rationales were most likely to align with the diversity rationale that is used in conjunction with legislation around affirmative action cases. Universities highlight the importance of these courses for living and working in a pluralistic society, the value of awareness of diverse others, as well as justifications rooted in social justice and improving campus climate. This piece argues that universities over-rely on the benefits of diversity for all students and risk advancing an "interest convergence" based agenda that may only benefit marginalized students so long as it also benefits the dominant majority. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00221546.2025.2480034
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        Text: English
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      – SubjectFull: Pluralism
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      – SubjectFull: College environment
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      – SubjectFull: Diversity training programs
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