Integrating Diversity Research Into Undergraduate Statistics: A Pre-Post Assessment of Student Perceptions
The American Psychological Association (2011, 2013) has called on psychologists to provide greater exposure to research incorporating diverse populations and broader diversity issues in the undergraduate curriculum to assist majors in preparing to work in our increasingly diverse world. To answer th...
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Veröffentlicht in: | Scholarship of teaching and learning in psychology 2023-12, Vol.9 (4), p.435-449 |
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Sprache: | eng |
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Zusammenfassung: | The American Psychological Association (2011, 2013) has called on psychologists to provide greater exposure to research incorporating diverse populations and broader diversity issues in the undergraduate curriculum to assist majors in preparing to work in our increasingly diverse world. To answer this call, we integrated diversity research into an undergraduate statistics course and assessed the impact on (a) student knowledge of, interest in, and appreciation for diversity; explored (b) the relationship between diversity fatigue and our variables of interest (e.g., diversity importance, diversity knowledge). Finally, we investigated (c) how individual difference variables (personality and need for cognition) impact the degree of change of perceptions toward diversity from the beginning to the end of the semester. A pre-post-course survey design was utilized, and a final sample of 202 student responses were analyzed with both quantitative and qualitative methods. Overall, the qualitative remarks indicated that many students found the course materials expanded and increased their knowledge of, interest in, and general perceptions of diversity. However, quantitative evidence was mixed. In our pre-post-course comparisons, we found a small but significant increase in diversity fatigue and no difference in our other variables; however, postcourse student reflective ratings indicated a perceived increase in diversity knowledge, interest, and importance over the semester. Our results suggest students viewed the integration of diversity materials fairly positively. We encourage educators to begin the task of centering diversity-related content throughout the undergraduate psychology curriculum, including foundational courses in research methods and statistics for the social sciences. |
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ISSN: | 2332-2101 2332-211X |
DOI: | 10.1037/stl0000386 |