The increase in student diversity, legislative changes and shift towards the social model of disability has led to greater emphasis on inclusive curricula within Higher Education (HE). Whilst there are good examples for changes in assessment, delivery and student support, specific challenges faced by Science Technology Engineering and Mathematics…

Purpose: A novel first-year experience course was developed using culturally responsive teaching strategies at an undergraduate liberal arts college in the southeastern USA to promote health advocacy and to provide students with an overview of male health. The course focuses on the biological, sociocultural, economic and gender influences that…

Decolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy,…

There is a mountain of evidence demonstrating that students with marginalized, i.e. purposefully socially excluded, identities experience significantly worse academic and social outcomes in STEM disciplines. However, there has been less attention on how white women, who experience sexism due to their gender but are privileged due to their race,…

Improvement in student performance from educational reforms has driven current calls for changes in curricular, instructional, and assessment practices in higher education. Less research has addressed the possibility of such reforms aiding in resolving the well-documented inequities in educational outcomes between sexes and races/ethnicities in…

This study explored the racial bias perceptions of study abroad alumni following international learning experiences in East Africa. Ninety-seven participants, who completed a semester-long study abroad between Fall 2016-Spring 2019, were recruited into the study. Open-ended survey questions evaluated perceptions of racial bias, racial prejudice,…

This research was commissioned as part of Inclusive Britain, the government response to the Commission on Race and Ethnic Disparities (CRED). The research sought to answer three main questions: (1) Where schools and trusts have closed attainment gaps between pupils from different ethnic groups, has this been the result of a deliberate strategy…

Test-only placement systems are associated with inaccurate placement determinations that can perpetuate college achievement gaps by race/ethnicity and socioeconomic status (SES). In response to the pitfalls of traditional, test-only placement systems, colleges across the country are increasingly experimenting with and adopting alternative…

By aligning factors that most commonly influence the achievement of Black and Hispanic students with the type of resources inside the black box of schooling, this study differentiated the achievement effect of school resources from what was brought by students to schools. The hierarchical regression results showed that minority students'…

Transformative, anti-oppressive curricula, as theorized by Banks (1989, 2014) and Kumashiro (2001, 2009), directly address present-day realities of racism, discrimination, and oppression. According to Banks (1989), a transformative curriculum includes "the infusion of various perspectives, frames of reference, and content from various groups,…

This article reflects on various challenges encountered during a pilot action-based research "Integrating Multicultural Music Education into the Elementary School Curricula of Public Schools in Thailand." This project was set up to develop lesson plans, activities, teaching tools and evaluation methods for music teachers. As a…

This edition of "WICHE Insights" explores federal U.S. Department of Education Title III funding, which is used to enhance institutional capacity and educational opportunities for American Indian/Alaska Native and low-income students through the lens of the legislation's permissible activities, key themes across all projects; and dollars…

This document is intended to be a companion piece for a report entitled "What Happens When Colleges Broaden Access to Transfer-Level Courses? Evidence from California's Community Colleges." It contains the technical appendices as follows: (1) College Profiles; (2) Additional Insights from our Interviews; (3) Data and Methods; (4) Caveat…

Drawing on the concept of transformative expectations--that is, the instructional practices that demonstrate teachers' belief systems for the educational justice and empowerment of Chicanx/Latinx youth--this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in…

US curricular policies frequently bolster neoliberal power structures within both pre-K to 12 schools and universities by privileging settler-colonial narratives and excluding Indigenous knowledge. However, curricular policies can also serve to enhance social reconstructionist and social justice education. In this article, we describe two case…