Teaching Diversity in the Graduate Classroom: The Instructor, the Students, the Classroom, or All of the Above?

Diversity courses in higher education have been associated with many positive educational and developmental outcomes as well as challenges. Studies have examined these types of undergraduate courses within education, psychology, and other disciplines (e.g., Hurtado, 2001; Hurtado, Mayhew, & Engberg, 2012; Larke & Larke, 2009); however, less research has been conducted on graduate-level diversity courses, their students, processes, and outcomes. To address this gap, the current study explored the experiences with and perspectives on diversity classes of 16 (2 male and 14 female) diverse students in graduate-level diversity courses in a school of education. Researchers used questionnaires and a focus group to collect data. Emergent themes include Essential Instructor Characteristics and Methods, Peer Interactions, Diversity Class Climate, Uniqueness of Diversity Courses, Graduate Course Context, Improving Graduate Diversity Courses, and Impact on Students. Limitations and future directions are discussed.