How are culturally inclusive teaching practices integrated into business school’s curriculum? An analysis of syllabi from the United States

Abstract

This study investigates the treatment of culturally inclusive teaching practices in schools of business. A content and quantitative analysis were performed on 392-course syllabi selected from management departments in the United States, representing 131 AACSB-accredited schools of business. Syllabi were coded for content, pedagogy, accommodation statements, and perspective-taking. Results revealed that diversity was treated as a topic in roughly twenty percent of course syllabi, although; this was highly variable by course type. Inclusive language that denoted a safe and open environment, rules for productive discussions, and point of view statement were largely absent. Implications of these results and future research are discussed.

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