Predicting inclusive teaching using the Transtheoretical Model of behavior change and the Theory of Planned Behavior

<p>The diversity related materials in many university and college courses do not reflect the extent of diversity in society (Banks, 2002). Attempts to diversify curriculum have been made (Montgomery, 2001; Richards, Brown, &amp; Forde, 2007), but further work is needed to prepare students to thrive in a culturally diverse society (Banks, 2002; Marshall, 2002). Research regarding faculty views toward diversity on campus and in the curriculum is limited (Brunner, 2006; Piland, Hess, &amp; Piland, 2000; Wasonga &amp; Piveral, 2004). Although a majority of faculty believe that a diversified institution and curriculum is positive, little research has examined the types of faculty likely to include diversity in their curriculum (American Association of University Professors (AAUP) &amp; American Council on Education (ACE), 2000; Maruyama &amp; Moreno, 2000; Mayhew &amp; Grunwald, 2006). The current study used two behavioral models, the Transtheoretical Model (TTM) of behavior change and the Theory of Planned Behavior (TPB) to understand and predict inclusive teaching. Specifically, faculty attitudes, perceived norms, and efficacy related to inclusive teaching as well as their levels of intent to teach inclusively were examined. Results suggest that inclusive teaching behaviors vary as a function of stage of change within the TTM, with the greatest differences occurring between those in the earlier and later stages of change. Furthermore, the TPB results suggest that faculty attitudes and efficacy are the strongest predictors of inclusive teaching. Implications of these findings to inform workshops to aid faculty in becoming more inclusive are discussed.</p>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Year

2009

Author dc:creator

• Hussey, Heather D

Contributors dc:contributor

• Rebecca Warner

• Psychology
• Behavioral
• Education
• Curriculum and Instruction
• Pedagogy
• Multilingual

Repository record dc:identifier

https://scholars.unh.edu/dissertation/594

OAI identifier oai:identifier

oai:scholars.unh.edu:dissertation-1593