Abstract
An Internet course on the Prejudice, Discrimination, and Hate was developed with a four-step critical analysis model. The goal was assisting students in uncovering, exploring, analyzing and learning from their personal biases and values. 1.) Recitation – state known facts or opinions – clearly stating what is factual and what is based on opinion. 2.) Exploration – analyze the roots of those opinions or facts - without an attempt to comprehend the impact of those facts or opinions. 3.) Understanding – involves an awareness of other views and a comprehension of the difference(s) between one’s own opinion. To “understand” our own opinion in relationship to others, we must initiate an active dialogue with the other person about his or her opinions and the roots of those opinions. 4.) Appreciation – full awareness of the differences between our views and opinions and those of others. Research on Tolerance for Ambiguity suggests this as a possible barrier (if tolerance is low) or facilitator (if tolerance is high) of active “engagement” with assignments that would promote an increase in degree of multicultural attitude change (McClain, 1993; Tapanes, Smith & White, 2009). As expected, those students showing the least amount of decrease (or even an increase) in intolerance across the semester, earned lower grades in the course than those students who showed a significant decrease in intolerance, t(1,19) = 4.659, p<.001. Students who demonstrated the most change in their tolerance for ambiguity (showed an increasing ability to tolerate ambiguity) earned highest grades in the course.
Details
Presentation Type
Theme
Education and Learning Worlds of Differences
KEYWORDS
Tolerance for Ambiguity, Intercultural Interactions, Diversity Education
