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Rapid international globalization increases dependence on higher education to prepare graduates for a global economy, while U.S. demographic diversity adds complexity to diversity education. The paper reviews university policies and ongoing controversies, then frames the present study around faculty beliefs, departmental values, and curriculum commitments.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-about-diversity-issues-examining-the-relationship-between-university-initiatives-and-faculty-practices-in-preparing-global-ready-students/601903/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-about-diversity-issues-examining-the-relationship-between-university-initiatives-and-faculty-practices-in-preparing-global-ready-students/601903.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to investigate?","Question",{"text":112,"@type":113},"It examines the divide between faculty perceptions of diversity and their teaching pedagogy, compared with an institution-wide curriculum requirement intended to promote cultural competency.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is diversity knowledge education considered increasingly important?",{"text":117,"@type":113},"International globalization raises the need for higher education to prepare graduates for a global economy, and U.S. demographic diversity creates complex demands for diversity education.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors does the paper suggest influence faculty participation in diversity-related activities?",{"text":121,"@type":113},"Faculty decisions depend on beliefs about diversity and perceived values and practices supported by their discipline, academic department, and the university’s overall commitment to diversity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601903,1792172119,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Educational Considerations  \n\n| Volume 45\u003Cbr>Number 1 Teaching and Learning in a Global\u003Cbr>Community | Article 6 |\n| --- | --- |\n| 2019\u003Cbr>Learning about Diversity Issues: Examining the Relationship between University Initiatives and Faculty Practices in Preparing Global-Ready Students\u003Cbr>Sarah R. Gordon\u003Cbr>Arkansas Tech University, [sgordon6@atu.edu](sgordon6@atu.edu)\u003Cbr>MikeYough\u003Cbr>Oklahoma State University, [mike.yough@okstate.edu](mike.yough@okstate.edu)\u003Cbr>[Emily A. Finney](Emily A. Finney)\u003Cbr>Oklahoma State University\u003Cbr>Andrea Haken\u003Cbr>Oklahoma State University\u003Cbr>Susan Mathew\u003Cbr>Oklahoma State University\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Educational Methods Commons, International and Comparative Education Commons, and the Scholarship of Teaching and Learning Commons |  |\n\nRecommended Citation  \nGordon, Sarah R.; Yough, Mike; Finney, Emily A.; Haken, Andrea; and Mathew, Susan (2019) \"Learning about Diversity Issues: Examining the Relationship between University Initiatives and Faculty Practices in Preparing Global-Ready Students,\" Educational Considerations: Vol. 45: No. 1. [https://doi.org/10.4148/0146-9282.2167](https://doi.org/10.4148/0146-9282.2167)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, [please contact](please contact cads@k-state.edu)[ cads@k-state.edu](please contact cads@k-state.edu).  \nGordon et al.: Learning about Diversity Issues: Faculty Practices  \nLearning about Diversity Issues: Examining the  \nRelationship between University Initiatives and Faculty  \nPractices in Preparing Global-Ready Students  \nSarah R. Gordon, Mike Yough, Emily A. Finney, Andrea Haken, and Susan Mathew  \nThe purpose of this study is to examine the divide between faculty perceptions of diversity and  \nthe pedagogy they employ in teaching about diversity as juxtaposed against an institution that  \nhas a course requirement embedded in the undergraduate curriculum as a way of promoting  \ncultural competency. The timing of such as investigation is apropos. The exponential rate of  \ninternational globalization has resulted in increased dependency on higher education and its  \nadministration to prepare its graduates for a global economy (Lilley, Barker, and Harris 2014;  \nMatus and Talburt 2015) . However, the need for cultural competence remains strong within the  \nUnited States as diverse populations account for more than 90% of the population explosion  \n(Day and Glick 2000; King, Perez, and Shim 2013). This increase in diversity poses complex and  \ndifficult questions about diversity education (Banks 2011) . Businesses engaged in the global  \nmarket demands employees to be effective in their interactions and communications with  \ndiversified colleagues (Gurin, Nagda, and Lopez 2004; King, Perez, and Shim 2013) and are  \nseeking diversity-related knowledge, skill sets, and experiences in prospective employees who  \nrepresent themselves as university ambassadors (Jayne and Dipboye 2004) . The general public, as well as scholars and college students themselves, expect universities to provide students with  \nan education that prepares them to work in a diverse and international society (Price and  \nCascoigne 2006; Griffith et al. 2016; King, Perez, and Shim 2013) .  \nIn response, many universities have developed policies and opportunities such as foreign  \nlanguage requirements, general education requirements, study abroad experiences, and  \ninternationalization at home programs to help facilitate student learning on issues of diversity  \n(Harrison and Peacock 2010; Hunter, White, and Godbey 2006; Griffith et al. 2016; Prieto  \nFlores, Feu, and Casademont 2016) . Other examples include implementation of diversity  \ncourses, modified pedagogical pract","cbCaiqz1mFC1YFLX","https://ap.wps.com/l/cbCaiqz1mFC1YFLX","pdf",514236,"English","# Educational Considerations\n## The Present Study","[{\"question\":\"What does the study aim to investigate?\",\"answer\":\"It examines the divide between faculty perceptions of diversity and their teaching pedagogy, compared with an institution-wide curriculum requirement intended to promote cultural competency.\"},{\"question\":\"Why is diversity knowledge education considered increasingly important?\",\"answer\":\"International globalization raises the need for higher education to prepare graduates for a global economy, and U.S. demographic diversity creates complex demands for diversity education.\"},{\"question\":\"What factors does the paper suggest influence faculty participation in diversity-related activities?\",\"answer\":\"Faculty decisions depend on beliefs about diversity and perceived values and practices supported by their discipline, academic department, and the university’s overall commitment to diversity.\"}]","Learning about Diversity Issues: Examining the Relationship between University Initiatives and Faculty Practices in Preparing Global-Ready Students | PDF",1792093664,48]