“I was Born to do This”: Faculty Experiences Teaching Graduate-Level Diversity Courses

Background Little research has focused on teaching graduate-level diversity courses, particularly from the faculty standpoint. Such pedagogy calls for unique skills and contains many challenges. Objective The purpose of the study was to better understand what works and what is needed to support instructors of graduate-level diversity courses, as well as common challenges that these instructors face. Method Using Charmaz’ Constructivist Grounded Theory approach, data from 20 qualitative interviews were analyzed for emergent themes. Results Four over-arching themes emerged: (a) Challenges in Teaching the Course, (b) Impact on the Instructor, (c) Coping with Course Challenges, and (d) Feelings about Teaching Multicultural Courses. Conclusion Findings suggest the unique nature of graduate-level diversity courses, and the need for resources and support for instructors of such courses. Teaching Implications Teaching diversity courses can take a personal and professional toll on the instructor. University systems should be aware of this and support structures and resources for such teaching.