Abstract

Diversity within higher education refers to both the representation of different groups within the staff and student body and an inclusive and diverse curriculum. Curriculum, in this context, is the way that student learning is structured and includes aspects such as course materials; teaching, learning and assessment methods; and beliefs, attitudes and values of staff and students (the “hidden curriculum”). Responding to diversity within the curriculum therefore means addressing the diverse needs that arise from individual student differences and the inclusion of diverse perspectives within course content and delivery. Since the merger, the student profile of most higher education institutions in South Africa changed significantly. Existing social science theory and research confirms that a racially and ethnically diverse university student body has far-ranging and significant benefits for all students, non-minorities and minorities alike. The paper aims to address the following questions based on a South African University centred literary study: To what extent do students engage and take ownership of academic and social engagement in their learning environment? To what extent is the topic of diversity incorporated in student life outside the classroom? How sensitive are staff and students towards diversity?