Abstract
A number of faculty who teach psychology courses opt out of addressing diversity-centered content out of discomfort or glaze over this material, ultimately creating content which does not relate to increasingly diverse student bodies (Boysen, 2011; Ocampo et al., 2003). The present study examines the effectiveness and impact of utilizing a pedagogy grounded in a theory of diversity/social justice with respect to learning outcomes. The study also explores whether faculty’s teaching experience impacts student’s understanding and application of diversity focused content. Three raters categorized and coded assignment data from two course sections, containing a total of 786 undergraduate respondents. Students applied more content from diversity-centered chapters to their papers and final project. Additionally, the rate at which students applied diversity-focused concepts to assignments did not differ by instructor’s teaching experience. Findings indicate that students overwhelming resonate with diversity centered content and choose to relay constructs which align with a diversity-centered, socially just pedagogy over general social psychology content. Our findings also suggest that a diversity-driven curriculum can be effectively implemented in the classroom and received by students, regardless of prior teaching experience or exposure.
Highlights
1.1 Social Psychology and Diversity As psychology instructors at a minority-serving institution where over half of the student body are People of Color (POC), we understand the need for courses that enhance multicultural competence and inclusion
It allows students to relate class materials to relevant sociocultural, political and historical events and secondly, it pushes students to engage in perspective taking relevant to others (Applebaum, 2008). This particular technique was a focal point in both social psychology courses, via the implementation of a reflective paper assignment based off of the seminal book Presumed Incompetent: The Intersections of Race and Class for Women in Academia (Gutierrez y Muhs et al, 2012), which will be discussed later in further detail. 1.4 The Current Study The present study examines the effectiveness and impact of pedagogy grounded in a theory of diversity/social justice with respect to learning outcomes
Students overwhelmingly chose to tie in psychological constructs and chapter materials from the chapter on prejudice, which aligned with a diverse and socially justpedagogy over constructs that relayed general social psychology content
Summary
1.1 Social Psychology and Diversity As psychology instructors at a minority-serving institution where over half of the student body are People of Color (POC), we understand the need for courses that enhance multicultural competence and inclusion. 1.3 Integrating Social Justice Pedagogy into a Social Psychology Course Intentional pedagogical strategies are essential to creating a curriculum centered around diversity and social justice These strategies confront bias in the classroom by addressing issues of prejudice, bias, identity, and oppression, thereby raising awareness of injustice that functions on both systemic and interpersonal levels (Applebaum, 2008; Ash & Wiggan, 2018; Beckett, 2015). We hypothesize that instructors of varying teaching level will have different levels of success getting students to apply and make use of materials focused on diversity and social justice
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