Previous studies have emphasized culturally sensitive curricula in the context of enhancing minoritized students’ education. We examined the relationship between second-year higher education students’ perceptions of the cultural sensitivity of their curriculum and both majoritized and minoritized students’ interest in their course. A total of 286 (228 F) students rated the cultural sensitivity of their curriculum on six scales using a revised version of the Culturally Sensitive Curricula Scales (CSCS-R), the perceived quality of their relationships with teachers, and their interest. The CSCS-R widened the construct with two new scales and showed better reliability. Ethnic minority students (n = 99) perceived their curriculum as less culturally sensitive than White students (n = 182), corroborating previous findings. Black students perceived their curriculum as less culturally sensitive than Asian students. There were no significant differences between ethnic minority and White students on interest or perceived quality of relationships with teachers. Five dimensions of cultural sensitivity (Diversity Represented, Positive Depictions, Challenge Power, Inclusive Classroom Interactions, Culturally Sensitive Assessments) and perceived quality of relationships with teachers predicted interest. Ethnicity did not. Ensuring curricula and assessments represent diversity positively, challenge power and are inclusive may support students’ interest while reflecting an increasingly diverse society.

先前的研究强调在加强少数民族学生教育的背景下开设具有文化敏感性的课程。我们研究了高等教育二年级学生对其课程的文化敏感性的看法与多数学生和少数学生对其课程的兴趣之间的关系。共有 286 名（228 F）学生使用文化敏感课程量表（CSCS-R）的修订版，从六个量表对课程的文化敏感性、他们与教师关系的感知质量以及他们的兴趣进行了评分。CSCS-R 通过两个新尺度拓宽了结构，并表现出更好的可靠性。少数族裔学生 ( n  = 99) 认为他们的课程对文化的敏感性低于白人学生 ( n  = 182)，这证实了之前的发现。黑人学生认为他们的课程对文化的敏感度低于亚洲学生。少数族裔学生和白人学生在兴趣或与教师关系的感知质量方面没有显着差异。文化敏感性的五个维度（多样性、积极描述、挑战力、包容性课堂互动、文化敏感性评估）和与教师关系的感知质量预测了兴趣。种族没有。确保课程和评估积极体现多样性、挑战权力和包容性，可以支持学生的兴趣，同时反映日益多元化的社会。