American society is experiencing an increase in diversity (ethnic, sexual, religious, etc.). There is strength in diversity but also challenges in preparing undergraduate students to function in this diverse society. Understanding student's ability to appreciate and value diversity and understanding which demographic factors contribute to this ability are important to meeting this challenge.
Purpose
The purpose of this study was to explore students' attitudes in basic health education classes toward cultural diversity and to explore relationships between demographic variables and attitudes toward cultural diversity.
Methodology
The University's Human Subjects Committee granted permission to conduct this research at a Midwestern university with less than 10,000 students. Convenience sampling was used to recruit participants. All students in four sections of a basic health class, mandatory for all university undergraduate students, were invited to participate. All students in these classes present on the day of the survey participated for a total 124 respondents. Students completed a demographic sheet and the Pluralism and Diversity Attitude Assessment. This assessment measures acceptance of diversity on four scales: Appreciate Cultural Pluralism, Value Cultural Pluralism, Implement Cultural Pluralism, and Uncomfortable with Cultural Diversity. Stanley-Wilson reported a test-retest reliability coefficient of .84 and an alpha reliability coefficient of .91 for this assessment. Demographic variables included gender, race, community of origin, sexual orientation, marital status, religious affiliation, and parental education. Data were analyzed using SPSS.
Results
Respondents (N=124) were primarily white (113), heterosexual (118), single ( 114 ), and between the ages of 18-21 (98). Ages ranged from 18 to 42 years of age. Crosstabs were used to contrast demographic variables with the four scales Appreciate Cultural Pluralism, Value Cultural Pluralism, Implement Cultural Pluralism, and Uncomfortable with Cultural Diversity. Chi Square analyses demonstrated that there was no relationship between demographic variables and the four scales with one exception, Implement Cultural Pluralism. Respondents that reported that they were raised in an Urban or Suburban area were more likely to report that they would or might implement the ideals of cultural pluralism (p=.05).
Discussion
An understanding of demographic variables that affect acceptance of cultural diversity is important in understanding how to address this issue in undergraduate students. Students raised in a rural area may need additional interventions aimed at increasing acceptance of cultural diversity. There are limitations in generalizing these results. This study sampled only one Midwestern university and convenience sampling was used. Future research ought to focus upon these limitations.