Diversity and Disconnection: Does an Online Setting Affect Student's Understanding of Privilege, Oppression, and White Guilt?

Autor/in	McQueen, Shannon
Titel	Diversity and Disconnection: Does an Online Setting Affect Student's Understanding of Privilege, Oppression, and White Guilt?
Quelle	In: Journal of Political Science Education, 19 (2023) 4, S.649-667 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McQueen, Shannon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2023.2176314
Schlagwörter	Online Courses; In Person Learning; Diversity; College Instruction; Political Science; Outcomes of Education; Introductory Courses; United States Government (Course); Instructional Effectiveness; Anxiety; Advantaged; Disadvantaged; Whites + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Hochschullehre; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Lernleistung; Schulerfolg; Einführungskurs; Unterrichtserfolg; Angst; White; Weißer
Abstract	Should educators teach diversity courses in online formats? Courses covering sexism, racism, ethnocentrism, or homophobia are increasingly part of the curriculum requirements for college students. This study compares student surveys from six sections of the author's introductory Diversity in Politics course; three of these sections are taught asynchronously online, and three are taught in a face-to-face setting. Results reveal no difference between online and face-to-face students' understandings of privilege and oppression, sense of belonging, or white guilt. However, although all Republican students increased their understanding of privilege and oppression from this course, Republican students uniquely entered the course with less knowledge of oppression and experienced increased growth compared to their online counterparts. The importance of partisanship suggests a more student-centered approach can be valuable in determining the transmissibility of online diversity courses and provides evidence for a successful model for political science diversity courses in online and in-person spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01