Recently, many college administrators have attempted to create a climate on their campuses which emphasizes the importance of valuing all members of the campus community, encouraging diversity of the student population, and educating those who are intolerant of diversity. As a result, many students on our college campuses are resentful and angered by attempts to "force feed" them information regarding issues of diversity. Such resistance must be considered when planning a curriculum that emphasizes diversity education. The purpose of this study was to determine whether the use of an educational game lessens student resistance toward diversity education while increasing content, behavioral, and attitudinal change. Eighteen participants, a selected group of college students and facilitators, played the game for a 90-minute period, exploring racism and heterosexism during the playing of the game. Pre- and postgame interviews and two follow-up interviews (one week and four to six weeks later) were conducted with each participant. Participants were asked two broad questions: How did participants experience playing the game? This was based on participants' perceptions, my observations during the playing of the game, interviews, and participants' journals. Did playing the game influence the participants' knowledge, awareness, or actions regarding racism and heterosexism, and if so, how?
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-9081 |
| Date | 01 January 1995 |
| Creators | Cullen, Maura Jane |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
Page generated in 0.0505 seconds