Abstract
Statement of Problem
As the population becomes more diverse, the global world increasingly interconnected, and the need for issues of equity and racism to be addressed systemically, curriculum in higher education needs to ensure that it is inclusive and representative of diverse voices. This project seeks to undertake such a task by developing culturally responsive curriculum for introductory community college humanities courses that survey Western culture from Antiquity to the present.
Sources of Data
A variety of sources were utilized for this project. Diversity Across the Curriculum: A Guide for Faculty in Higher Education was a particularly valuable resource for this project. This work serves as a guide for college faculty seeking to transform their curriculum in a way that is more culturally inclusive. It does so by providing real life examples of the ways in which faculty across a variety of disciplines have effectively implemented more diverse curriculum into their courses. The source was also valuable for highlighting why culturally responsive curriculum is important across disciplines. Data and reports from California Community Colleges were utilized to help provide insight into the long-term vision for California Community Colleges in regards to diversity and inclusion goals. In addition, the “Culturally Responsive Higher Education Curriculum Assessment Tool” created by McNulty, Peoples, and Rants and the “DEI in Curriculum: Model Principles and Practices” chart created by California Community Colleges both served as helpful guiding tools for creating a more inclusive curriculum.
Conclusions Reached
The humanities, like all higher education disciplines, has a responsibility to reevaluate its curriculum to ensure that it is reflective, representative, and responsive to a diverse student population.