How Effective are Diversity Courses?

How effective are diversity courses?

This study focused on the effectiveness of diversity classes at a university.  Specifically, it “assessed course effectiveness in raising awareness of White privilege and racism; increasing support for affirmative action; and reducing prejudice, guilt, and fear of other races” (Case, 2007).  The author of this study was an instructor at the university, and designed the diversity courses with great focus on race studies, white studies, and feminist theory (Case, 2007).  The course also had a focus on gender, sexism, gender identity, and oppression of women.

The study used a questionnaire/survey that was presented to students during the first week of classes.  170 students completed this survey.  The same survey was given during week 15 to the same students; 86% of the same group completed the survey.  A 7-point Likert scale was used

The results showed that the course “appeared to increase awareness of White privilege, awareness of racism, and support for affirmative action” (Case, p. 233).  At the end of the semester, white participants of the study experiences more White guilt.    Case noted in her study that there are several other studies that show a “link between guild and recognition that Whites benefit from unearned privilege” (p. 233).

More results from this study indicate that prejudice levels remained fairly consistent from start to end.  Case mentions that some of the findings from this study seem to be puzzling at first, but it can be due to the fact that once Whites become more aware of the differential treatment, they begin to question what they were originally taught to believe.  Case goes on to say that Whites experience dissonance, and may withdraw from relationships or friendships with people of color.  Case states this is a form of coping with dissonance.  It’s not uncommon for whites to move from a “contact stage into disintegration and reintegration” (p. 234).

The study showed that such diversity courses can have a positive impact on students.  Even with the increase in White guilt during the study, this can encourage future courses to have strategies for instructors to acknowledge these feelings and emotions.

I think that more studies similar to this one should be conducted.  I do find that it is true that some people may have feeling of guilt when discussing race, for example.  I can understand not knowing how to feel about something, or even feeling embarrassed.  Some students may not know how to react, or what to say.  As we talked about this in class, race always seems to be such a hard topic to discuss.  More methods and research on the subject would be very helpful; especially to take it a step further.  In other words, after the discussions take place, and we’ve gotten passed the uncomfortableness, then what?  How should the instructor, or the class feel?  This is where I believe further work is needed when it comes to diversity courses.

 

Case, K. A. (2007). Raising white privilege awareness and reducing racial prejudice: Assessing

            diversity course effectiveness. Teaching of Psychology, 231-235. doi:

            10.1080/00986280701700250