Change in Students’ Diversity Awareness Profile: What evidence can journaling and reflections provide?

Jagger, C.B.* (jagger.16@osu.edu) and Whittington, M.S. (whittington.1@osu.edu)

 The purpose of this study was to describe change in students’ Diversity Awareness Profile (DAP) scores based on evidence provided in their weekly journaling and opening reflections.  Forty-two students, enrolled in a cultural literacy course at a large Midwestern University, were the subjects of this fifteen-week study.  Using the DAP, researchers conducted a pre- and post-assessment of each student to identify their position on the cultural proficiency continuum (naïve-perpetuator-avoider-change agent-fighter).  In addition, students were asked to submit a journal entry each week given one parameter – to use the critical thinking stem provided during the first class session.  Finally, opening reflections were a part of every class session; students were randomly assigned an opening reflection.  At the beginning of each class session the student in charge would present material to the class and provide a question(s) to ponder for a five-minute writing prompt.  These three instruments, the DAP, journal, and reflection, were used to describe students’ movement along the cultural competency continuum.  Over the fifteen-week course, students provided evidence such as “I should show more acceptance to other people of different religions.”  This was a quote from one student who was classified as a perpetuator, someone who reinforces racism and prejudice, on the DAP pre-assessment.  Indicating positive movement towards change agents, someone who feels compelled to eliminate racism by challenging forms of discrimination when witnessed.  The mean pre-DAP score of students was 74.21 (change agents) after a semesters worth of cultural education students mean post-DAP score was 84 (fighters).

JaggerNACTAPoster_Reflections_061314

Weekly Journal Rubric used to score students entries:

JournalRubric

Critical Thinking Stems assigned to journal entries:

Each word(s) is on one side of a die, students roll the dice to find a combination of Part 1 and Part 2 Critical Thinking Stem words. This is done on the first night of class for all journal entries for the semester.

 Diversity Awareness Spectrum (Stinson, 2007)

References:

Marsh M.M., Marsh, M.M., & Whittington, M.S. (2012). Toward Cultural Proficiency:Tool kit. Cincinnati, OH: Did You Know Publishing Company.

Stinson, K.M. (2007). Diversity Awareness Profile: Facilitator’s guide. 2^nd edition. San Fancisco, CA:Pfeiffer.