The United States Education system has received many budget cuts throughout the years. Sixty-six percent of Americans believe that the United States Education system needs major changes or to be rebuilt (Pew Research, 2013). There has been much debate regarding the first step toward reform. To begin to answer this question this research investigated some of the most restrictive educational spaces.
The most available and beneficial first steps to reform lie in the minds and practices within the educational institution. This research could lead to cultivating more inclusive policies and practices, to serve an increasingly diverse student population. Although disciplines such as Gender and Women Studies have begun to embrace the diversity of thought within its discipline, Sociology and most other disciplines have mostly faltered in addressing educational disparities among Black, gender diverse Americans in the classroom.
To cultivate more inclusive policies and practices research garnered from interviews of the most marginalized people inside of graduate education regarding their educational experiences will disclose that hegemonic teaching practices and curriculum perpetuate feelings of exclusion from students of diverse backgrounds. To reduce this exclusion curriculum changes are necessary to reflect the growing diversity in classrooms, in addition to faculty introspection regarding implicit bias in curricular construction and student interaction.
Date of Degree
Master of Arts (MA)
Program of Study
Sociology-Emphasis in College Teaching
Humanities and Social Sciences
Edwards, B. (2023). Education based on graduate marginalized perspective [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1327/