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

Autor/inn/en	Soto, José A.; Mena, Jasmine A.; Borge, Marcela; Stoyer, Michael R.; Witherspoon, Dawn P.; Dawson-Andoh, Nana A.
Titel	Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity
Quelle	In: Teaching of Psychology, 50 (2023) 4, S.307-321 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soto, José A.) ORCID (Mena, Jasmine A.) ORCID (Borge, Marcela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211031854
Schlagwörter	Undergraduate Students; Psychology; Multicultural Education; Ethnicity; Self Concept; Teaching Methods; Knowledge Level; Student Characteristics; Race; White Students; Cultural Awareness; Group Discussion; Computer Mediated Communication; Educational Benefits; Instructional Design; Self Concept Measures; Measures (Individuals); Course Descriptions; Multigroup Ethnic Identity Measure + Suchen Sie Ihr Suchwort? Psychologie; Multikulturelle Erziehung; Ethnizität; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Rasse; Abstammung; Cultural identity; Kulturelle Identität; Gruppendiskussion; Computerkonferenz; Bildungsertrag; Lesson concept; Lessonplan; Unterrichtsentwurf; Messdaten; Kursstrukturplan
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01