Students Reception of Ethnic Diversity Topics from White and Non-White Faculty

The purpose of the study is to investigate the phenomenon of the student population being more ethnically diverse than the teacher population as well as examining student perceptions of ethnic diversity topics based on their perceptions of faculty ethnicity. A quantitative using a survey method was designed to investigate students\u27 reception of ethnic diversity topics from White and Non-white faculty. From three different institutions in Central Illinois, 141 undergraduate education students, which included students who are majoring in early childhood, elementary, or secondary education as well as students who are receiving teaching certificates with their majors, participated in this study. Results indicated that students received ethnic diversity topics more positively from Non-white faculty compared to White faculty. The results to research questions one and two were similar to the results of the overarching research question as all three areas of reception were received more positively from Non-white faculty compared to White faculty. The participants from all three institutions received ethnic diversity topics more positively with Non-white faculty compared to White faculty. Even though ethnic diversity topics were more positively received from Non-white faculty, participants felt that both White and Non-white faculty should discuss ethnic diversity topics in their courses