Testing the Efficacy of Brief Multicultural Education Interventions in White College Students

Autor/inn/en	Garriott, Patton O.; Reiter, Stephanie; Brownfield, Jenna
Titel	Testing the Efficacy of Brief Multicultural Education Interventions in White College Students
Quelle	In: Journal of Diversity in Higher Education, 9 (2016) 2, S.158-169 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/a0039547
Schlagwörter	Intervention; Undergraduate Students; Control Groups; Pretests Posttests; Affective Behavior; Effect Size; Advantaged; Multicultural Education; Teaching Methods; Attribution Theory; Scores; Correlation; Consciousness Raising; Racial Attitudes; Measures (Individuals); Attitude Change; Psychological Patterns; Likert Scales; Social Desirability; Multivariate Analysis + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Multikulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Bewusstseinsbildung; Rassenfrage; Messdaten; Attitudinal change; Einstellungsänderung; Likert-Skala; Soziales Bedürfnis; Multivariate Analyse
Abstract	This pilot study tested the overall and relative efficacy of 3 common approaches to multicultural education in a sample (N = 52) of White undergraduate students using a randomized controlled trial. Brief multicultural education interventions were delivered in the form of educational, social norming, and entertainment conditions. Affective (i.e., White guilt) and cognitive (i.e., awareness of White privilege) outcomes of interventions were assessed. Possible causal relations between intervention condition, White guilt, and awareness of White privilege were also examined. Analyses revealed a main effect and large effect size for intervention condition. Results showed that education and entertainment conditions produced higher scores on a measure of White guilt compared with control and that the entertainment condition produced higher scores on awareness of White privilege compared with all other conditions. Mediation analyses revealed that observed changes in White guilt scores from pretest to posttest explained the relationship between intervention condition and awareness of White privilege. Findings did not support a causal ordering with changes in awareness of White privilege as a mediator of intervention condition and White guilt. Results suggest that brief multicultural education interventions are effective and that entertainment-oriented interventions may be particularly useful in terms of producing desired changes in White college students. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01