Effects of College Diversity Courses on the Appreciation of Diversity, Cultural Competence, and Flourishing

• In Event: Constructing Racially Just Educational Experiences: Problems and Solutions From Adolescence to Emerging Adulthood

Abstract

Objectives: In response to the growing need for diversity education, many colleges and universities have introduced courses focusing on race/ethnicity, gender, and social inequality. The primary goal of these courses is to equip students with a deeper understanding of culture and effective engagement skills when interacting with individuals from diverse backgrounds. Notably, students who have completed such courses have demonstrated higher scores in areas such as academic self-confidence, critical thinking abilities, and positive behavioral outcomes (Laird, 2005; Denson et al., 2021).

Perspectives: Drawing on the principles of self-determination theory (Ryan & Deci, 2000), this study explores how learning experiences with peers and instructors in diversity courses may positively influence college students’ sense of interpersonal relatedness and cultural competence, ultimately contributing to their overall well-being and flourishing. Specifically, we focus on the impact of diversity coursework, namely Diversity Science and Culture Psychology, in fostering diversity seeking, diversity appreciation, cultural competence, and flourishing among college students.

Methods: Using an experimental design, we aimed to investigate the influence of a one-semester psychology course on college students’ levels of diversity-seeking, cultural competence, and flourishing. The control group consisted of students enrolled in the introductory psychology course, while the educational intervention group comprised students enrolled in Diversity Science or Culture Psychology. We also accounted for participants’ prior experiences with other diversity courses and/or training. Data collection took place through online surveys administered via Qualtrics at the beginning and end of the semester.

Data sources: We collected data from a university sample of 144 college students (42 enrolled in diversity-focused classes; mean age = 19.52), consisting of 59 males, 81 females, and 4 nonbinary individuals. The ethnic distribution included Asian/Asian American (6), Black/African American (8), White/European American (116), Latino/a/Hispanic (6), and individuals with two or more ethnicities (8). The data collection period spanned from Spring 2022 to Spring 2023, with participants recruited from various psychology classes. Independent T-test, Pearson Correlation analyses, and ANCOVA were conducted using SPSS 28.

Results: Initial levels of diversity seeking, appreciation of diversity, and cultural competency significantly influenced post-test outcomes. Students who completed diversity courses showed increased levels of diversity-seeking in learning. Past learning experiences in diversity courses and trainings were significantly associated with students’ pretest levels of cultural competence, appreciation of diversity, and diversity seeking in learning. Higher levels of appreciation of diversity and comfort with diversity were found to be associated with greater perceived flourishing.
Implications: The findings of this study provide empirical evidence supporting the importance of university diversity initiatives. It suggests that increases in cultural competence and appreciation of diversity may not be fully achieved through the completion of a single coursework. Findings provide insights for designing targeted coursework and training to cater to students’ diverse learning needs while fostering sustained motivation for embracing and understanding diversity.

Authors

• Ying Zhang, Clarkson University

• Jean Pardes, Clarkson University

• Cong Wang, Northwestern University