Engaging Diversity in First-Year College Classrooms

Amy Lee, Rhiannon D Williams, Rusudan Kilaberia

Research output: Contribution to journalArticlepeer-review


The increasing calls for diversity research signal a need to explore strategies through which we attempt to interact with and respond to diversity intentionally in courses and curricula. This case study of a first-year inquiry course in a college of education fills a gap in the literature by documenting and analyzing instances of educators actively working with multiple dimensions of diversity in the classroom so as to support students' development of diversity-related competencies. The guiding research question for this study was to explore what curricular and/or pedagogical activities students in a first-year experience course identified as facilitating their engagement with diversity in an intentional, purposeful manner.

Original languageEnglish (US)
Pages (from-to)199-213
Number of pages15
JournalInnovative Higher Education
Issue number3
StatePublished - Jun 2012


  • Diversity
  • Higher education classrooms
  • Pedagogy

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