In 2007, the FSSE survey asked faculty members to select an undergraduate course they are teaching or have taught during the current academic year, and respond to items based on how inclusive they felt his or her course was of diversity related issues and teaching and learning practices. Twenty-five percent of faculty who teach in the area of education responded that their selected course section fulfilled a diversity requirement. The same was true for only 10% of faculty teaching in the biological/life sciences.
Moreover, faculty members were asked to consider diversity in all aspects of their course (e.g., purpose, content, teaching methods, assignments, students). Nearly 3 out of 4 faculty members who taught in education, arts & humanities, and social science believe their course was inclusive of diversity issues, however percentages were noticeably lower among faculty who taught in physical sciences (51%), engineering (54%), and biological/life sciences (56%).
A similar question was asked about their institutions’ undergraduate curriculum. The graph below illustrates an interesting trend by disciplinary area. For example, in academic disciplines where an overwhelming majority believes their courses are inclusive of diversity, such as education, the data suggests a smaller percentage of the same group report their undergraduate curriculum as also inclusive. On the other hand, the opposite holds true for faculty in the fields of physical science, engineering, biological sciences. More research needs to be done to fully understand this seemingly inverse relationship.