Evaluating the Effectiveness of an Undergraduate Multicultural Course

Chappell, Charisse

doi:10.2304/plat.2014.13.3.243

Cited by 14 publications

(12 citation statements)

References 14 publications

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“…Multicultural Knowledge (Hypotheses 1a-1d). Among students participating in a semester-long multicultural psychology course, we expected to observe (Hypothesis 1a) a main effect of time such that multicultural knowledge would increase significantly from before to after the semester (Chappell, 2014;Estrada et al, 2002;Robinson & Bradley, 1997); (Hypothesis 1b) a significant time by ethnic background interaction effect such that the gains in multicultural knowledge would be greater for White students relative to ethnoracial minority students (Barden et al, 2017). We also had two exploratory hypotheses examining whether growth in multicultural knowledge would be moderated by opportunities to engage in small-group discussions (i.e., using the collaborative skill-building CREATE system discussed above) around issues relevant to multicultural psychology (Hypothesis 1c) and previous experience with multicultural coursework (Hypothesis 1d).…”

Section: The Present Studymentioning

confidence: 99%

Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity

Soto

Mena

Borge

et al. 2021

Teaching of Psychology

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Background: Literature on undergraduate multicultural psychology instruction is limited. Prior research has included primarily White samples, yielded mixed results, and largely ignored assessment of learning in skills-based domains such as ethnic identity development. Objective: We aimed to replicate and extend prior research by examining growth in multicultural knowledge and ethnic identity among students in multicultural psychology courses and considering possible moderators of this growth. Method: Multicultural knowledge and ethnic identity were measured before and after the semester among 169 undergraduate students enrolled in multicultural psychology courses. Results: Multicultural knowledge and ethnic identity significantly increased from before to after, but important moderators also emerged. Knowledge increase was greater among White students, while ethnic identity increased the most among White students with no multicultural experience in courses employing small-group, online discussions. Conclusion: Our findings replicate prior research by showing that multicultural courses can effectively promote multicultural knowledge and extend our understanding by demonstrating that other aspects of competence such as ethnic identity can also increase among students of these courses. Teaching Implications: The benefits of multicultural psychology instruction are evident. However, variability in outcomes based on student and course characteristics suggests that instructors should consider these critical factors in course design.

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Section: The Present Studymentioning

confidence: 99%

Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity

Soto

Mena

Borge

et al. 2021

Teaching of Psychology

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“…In response to these calls to action, psychology educators have increased their efforts to offer multicultural psychology courses with mixed results in terms of resulting multicultural learning. Among the results, scholars have observed increases in multicultural knowledge and awareness compared to control groups (Estrada et al, 2002; Robinson & Bradley, 1997) and pre–post increases in awareness of White privilege, racism, and social action (Case, 2007), increases in knowledge (but not awareness; Chappell, 2014), and positive changes in ethnocultural empathy, colorblind racial attitudes, multicultural experiences (Alvarez & Domenech Rodríguez, 2020; Patterson et al, 2018), and ethnic identity development (J. A. Soto et al, 2021).…”

Section: Multicultural Competency and Psychology Educationmentioning

confidence: 99%

Accurate assessment of multicultural growth: The case for using retrospective reassessments.

Soto¹,

Stoyer²,

Borge³

et al. 2023

Scholarship of Teaching and Learning in Psychology

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Accurate assessment of multicultural growth is critical to ensure the success of social justice-oriented pedagogy within psychology. However, this is hindered by students’ tendency to overestimate their baseline knowledge in unfamiliar domains. We tested whether students’ retrospective reassessment of their initial multicultural competency demonstrated significant change after completing a multicultural course, indicating a self-correction in their baseline knowledge. Participants were 169 undergraduate students enrolled in an upper level multicultural psychology course at a major university in the northeast between 2012 and 2019. Students self-reported their level of multicultural competency at the beginning of the semester (pretest) and were then asked to reevaluate their pretest scores at the end of the semester (retrospective reassessment). Results of multivariate analysis of variance analyses and follow-up univariate tests confirmed that students’ retrospective reassessments of their multicultural competency were significantly lower than their pretest scores. This was true for both White students and students of color. Our findings suggest that students may not have an accurate sense of their multicultural knowledge until after they have had in-depth exposure to multicultural content. Instructors interested in including indicators of pre–post multicultural learning in courses should consider including a retrospective reassessment of initial knowledge for a more accurate baseline assessment and a more conservative test of pre–post changes in multicultural competency.

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“…Intercultural competence makes it possible to identify and respect the cultural heritage, historical and socio-political context of each person's group of origin (Chappell, 2014). Interactions with other cultures foster attitudes of empathy and recognition of diversity; for example, being aware that skin color has been an identity element that has historically marked inequalities between cultural groups (Chappell, 2014;Patterson et al, 2018).…”

Section: Intercultural Learningmentioning

confidence: 99%

Global Classroom: Internationalization for Undergraduate Students Amid the Pandemic

Garza-Olivares¹,

Cavazos-Montemayor²,

Lopez³

2021

International Conference on Education

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The international exchange for undergraduate students is a life-changing experience, an opportunity to interact with others and develop intercultural skills while learning. Nevertheless, the deficit in student participation in internationalization activities demands new formats that offer this academic practice in a virtual environment. Adjacent to this scenario, the greatest impact of the COVID-19 pandemic on higher education was face-to-face exchanges. Therefore, academic programs as Global Classroom was the only way for an international exchange amid the pandemic. The objective of this study was to assess the perceptions of the students about an implementation of a virtual international exchange shared with students from Mexico and Ecuador, focused on this contribution as an educational innovation to promote learning in multicultural and interdisciplinary skills. The study considered a quantitative approach to analyze a student's perception of the experience, and the design was descriptive and cross-sectional. The sample were 44 students enrolled in the experience in the August-December semester in 2020, 22 from Mexico and 22 from Ecuador. The instrument was made of 5 items in which the participants shared their experience regarding the different tools and activities, and their contribution to the educational objectives. Results show that the students valued the intercultural experience positively and the contribution of the different free-access educational technology tools to develop synchronous and asynchronous activities. Other disciplines and institutions can learn from this implementation to design remote educational environments that offer this internationalization experience for learners even after the pandemic. Keywords: higher education, educational innovation, interdisciplinary education, intercultural education, pandemic adaptations, global exchange.

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Evaluating the Effectiveness of an Undergraduate Multicultural Course

Cited by 14 publications

References 14 publications

Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity

Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity

Accurate assessment of multicultural growth: The case for using retrospective reassessments.

Global Classroom: Internationalization for Undergraduate Students Amid the Pandemic

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