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Full-Text Articles in Psychology
Teaching Multicultural Psychology As A Cultural Competence Intervention: An Empirical Evaluation Of Course Components, Elizabeth Tish Hicks
Teaching Multicultural Psychology As A Cultural Competence Intervention: An Empirical Evaluation Of Course Components, Elizabeth Tish Hicks
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Previous research has shown that a semester-long multicultural psychology course can effectively increase students’ cultural competence-related attitudes when students complete the class in-person and online. Cultural competence refers to the knowledge, awareness, and skills required to appreciate, recognize, and effectively work with members of other cultural groups. This dissertation examined several components of a multicultural psychology course: ethical grading, skill development, and intergroup contact. The first paper discussed techniques used to minimize grading bias and examined whether cultural competence shifts impacted grading. Students’ cultural competence scores did not relate to or predict their grades in the course, which supported the …
Impact Of Difficult Dialogues On Social Justice Attitudes During A Multicultural Psychology Course, Elizabeth Tish Hicks, María De La Caridad Alvarez, Melanie M. Domenech Rodríguez
Impact Of Difficult Dialogues On Social Justice Attitudes During A Multicultural Psychology Course, Elizabeth Tish Hicks, María De La Caridad Alvarez, Melanie M. Domenech Rodríguez
Psychology Faculty Publications
Background Previous research shows that Multicultural Psychology courses can produce significant improvements in students’ cultural competence-related atttitudes in in-person and online courses. Objective We evaluated the impact of adding a skills-focused group assignment (i.e., Difficult Dialogues) to an online asynchronous Multicultural Psychology course. Method Undergraduate students filled out a battery of self-report measures at the beginning and end of the course. Of the 192 total students, 107 were in course sections which completed a Difficult Dialogue (DD) group project, and 85 were in the teaching as usual (TAU) section. Results Students in DD groups had significantly greater pre-to post-increases on …