Article by Marina Wooden based on analytical report by PODUW // Visualization by Hayoung Jung
Arguably, students from all backgrounds can benefit in their own way from taking a diversity credit course. Those with marginalized identities can learn more extensively about their own history and perception, something often overlooked in a traditional high school setting. For those with no marginalized identities- they can learn more about different perspectives, that they may not have even considered before.
The ASUW survey found that those with at least one marginalized identity (International Student, Immigrant, Disabled, Woman, Queer, Person of Color, Indigenous, or Black), tended to take more than five diversity credits. To be precise, 49% of students with any marginalized identity took more than five diversity credits. Compare this to 24% of students without any marginalized identities who took for more than five diversity credits. Overall, an overwhelming majority of students took about 4-5 diversity credit courses, which is more than the current requirement.
