Diverse representation in the sport curricula: Exploring students’ perceptions, expectations, and engagement

Description

Although diversity in the curricula is associated with numerous benefits, including alleviating the BAME attainment gap, a current problem in higher education pertains to the shortage of diverse representation in the curricula. Student concerns regarding diversity in the curricula have recently been highlighted by the rise of curricula activism campaigns (e.g., Why is My Curriculum White? (UK origin) and Rhodes Must Fall (South Africa origin)). Adopting a qualitative research approach, this study conducted semi-structured interviews with sport students (including underrepresented BAME and female students) at the University of Northampton. Underpinned by representation and engagement theory, students’ perceptions, and expectations of, diverse representation in the sport curricula were explored. Contributing new insights, the perceived relationship between diverse representation and student engagement were also investigated. The findings evidenced a combination of descriptive and substantive representation in the curricula. However, students perceived a relatively narrow focus upon a small selection of sports, gender equality and racism. From an engagement perspective, students reported a positive relationship between representation and all dimensions of engagement (behavioural, affective, social and cognitive). Within the conclusion, practical implications for higher education academics, departments and senior managers are discussed, with a specific focus upon enhancing curricula representation and student engagement.

Period	19 Jun 2024
Event title	UON Learning and Teaching Conference
Event type	Conference
Location	Northampton, United KingdomShow on map
Degree of Recognition	National