Assessment of Impact of Civil Rights Pilgrimage on Student Participants Marissa Coulter, Demetrius Evans, Kaetlyn Graham, & Alayna Spengler Faculty Advisor.

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Presentation transcript:

Assessment of Impact of Civil Rights Pilgrimage on Student Participants Marissa Coulter, Demetrius Evans, Kaetlyn Graham, & Alayna Spengler Faculty Advisor Jodi Thesing-Ritter University of Wisconsin-Eau Claire BackgroundMethod References Acknowledgements Results Cohn, M.A., Mehl, M.R., & Pennebaker, J.W. (2004). Linguistic markers of psychological change surrounding September 11, Psychological Science, 15, An analysis of over 1000 people who wrote online journals in the weeks before and after September 11. Deardorff, D. K. (2011), Assessing Intercultural Competence. New Directions for Institutional Research, 2011: 65–79. Fuertes, J. N., Miville, M. L., Mohr, J. J., Sedlacek, W. E., & Gretchen, D. (2000). Factor Structure and Short Form of the Miville-Guzman Universality-Diversity Scale. Measurement and Evaluation in Counseling and Development, 33, 157–169. McConahay, J. B. (1986). Modern Racism, Ambivalence, and the Modern Racism Scale. In J. F. Dovidio & S. L. Gaertner (Eds.), Prejudice, Discrimination, and Racism (pp ). New York: Academic Press. Miville, M. L., Gelso, C. J., Pannu, R., Liu, W., Touradji, P., Holloway, P., et al. (1999). Appreciating Similarities and Valuing Differences: The Miville-Guzman Universality-Diversity Scale. Journal of Counseling Psychology, 46, 291–307. Pennebaker, J.W. (1997). Writing about emotional experiences as a therapeutic process. Psychological Science, 8, Pinterits, E., Poteat, V., & Spanierman, L. (2009). The White Privilege Attitudes Scale: Development and Initial Validation. Journal of Counseling Psychology, 56(3), Plante, T., Lackey, K., & Hwang, J. (2009). The Impact of Immersion Trips on the Development of Compassion Among College Students. Journal of Experiential Education, 32(1), Rhodes, T. (2010). Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Washington, DC: Association of American Colleges and Universities. Seaman, J., Beightol, J., Shirilla, P., & Crawford, B. (2002) Contact Theory as a Framework for Experiential Activities as Diversity Education: An Exploratory Case Study. Journal of Experiential Education, 32(3), Swim et al. (1995). Sexism and Racism: Old-fashioned and Modern Prejudices. Journal of Personality and Social Psychology, 68(2), University of Wisconsin-Eau Claire Office of Institutional Research. (2011). Retrieved from U.S. Census Bureau. (2010). Retrieved from Overview The Civil Rights Pilgrimage experience was developed to achieve the learning outcomes set by the Association of American Colleges and Universities’ Intercultural Knowledge and Competence Rubric. Participants learned of the immersion experience via campus advertisements. UW-Eau Claire students self- selected to participate in the Civil Rights Pilgrimage and accompanying study. In order to engage in this experience, students must pay a $500 fee or receive a scholarship. Pilgrimage participants traveled to sites in Atlanta, Georgia; Birmingham, Montgomery, Tuscaloosa, and Selma, Alabama; Gulfport, Mississippi; New Orleans, Louisiana; Little Rock, Arkansas; and Memphis, Tennessee. Itinerary items for the Civil Rights Pilgrimage included visits to historical sites and museums, interactions with people who were directly in the Civil Rights Movement, and other cultural experiences and opportunities for critical thinking about issues of social justice in the past and present. A total of 181 people participated in the immersion experience. Modern Racism Scale The Modern Racism scale assesses the attitude of White participants towards African-Americans (McConahay, 1982). Our measure of Modern Racism included six questions on a scale that ranged from strongly agree to strongly disagree (e.g. “Over the past few years, the government and the media have shown more respect for Blacks than they deserve”). Modern Sexism Scale The Modern Sexism scale evaluated views on prejudice and discrimination against women (Swim et al., 1995). To assess participant’s views on sexism, an eight- question scale ranging from strongly agree to strongly disagree was used (e.g. “Women often miss out on good jobs due to sexual discrimination” ). White Privilege Attitudes Scale The White Privilege Attitudes scale examines factors such as awareness, willingness to confront it, and remorse (Pinterits, Poteat, Spenierman, 2009). Measures of White Privilege consisted of 28 questions to deduce how aware White participants are of their own privilege using four subscales (e.g. “I plan to work to change our unfair social structure that promotes White privilege”). Openness NEO-PI In order to assess how open participants are to opinions different from their own, they completed a questionnaire comprised of 56 questions (e.g. “I believe that laws and social policies should change to reflect the needs of a changing world”). Participants were also surveyed on the other four factors of the Big Five personality traits using the TIPI. Miville-Guzman Universality-Diversity Scale The Miville-Guzman scale is a 45-item questionnaire that seeks to measure the attitudes of students concerning diversity (Miville et al., 1999) (e.g. “Individuals from different cultures, races, and/or ethnic groups can teach me things I could not learn elsewhere”). Linguistic Inquiry and Word Count (LIWC) LIWC was designed to measure an array of social, emotional, cognitive, and psychological aspects by assigning each word in a sample of writing to one or more linguistic categories and then reporting word-counts for each (Cohn, Mehl, Pennebaker, 2004). Participants were given two prompts to write upon, one pertaining specifically to racism and one to white privilege before and after the trip. Results from pre- and post-trip prompts where then compared (e.g. “How much does privilege impact your life?”). Intercultural competence refers to a process-oriented model that combines attitudes of respect, openness, curiosity, and discovery; according to Deardorff’s Process Model of Intercultural Competence. This Model displays that the degree of intercultural competence is an ongoing process and requires individuals to assess their development over time (Deardorff, 2009). Postsecondary education has opportunities to increase and assess intercultural competence through the curriculum and co-curricular activities, particularly infusing intercultural perspectives into the educational experience through incorporating multiple cultural perspectives, drawing from students’ diverse backgrounds, or encouraging immersion experiences (Deardorff, 2009). The University of Wisconsin-Eau Claire strives to provide an inclusive atmosphere for multicultural students, as well as to facilitate the cultural competence of all students enrolled at the University. Ninety-three percent of the UW-Eau Claire and Eau Claire population identify as White (Office of Institutional Research, 2011), while Wisconsin is eighty-six percent White, according to 2010 census estimates. The national population, from the same census estimates, identifies as seventy-two percent White (U.S. Census Bureau, 2010). UW-Eau Claire’s current enrollment of multicultural students is approximately seven percent, with the University defining multicultural students as those of African-American, American Indian, Hispanic, and/or Southeast Asian ethnic origin. One percent of all university staff are classified as multicultural (Office of Institutional Research, 2011). Because of the homogeneous population of the campus and surrounding community, UW-Eau Claire students have limited opportunities for direct contact with people of color that will encourage the development of multicultural competence. Student exit interviews, conducted by the University Assessment Office in 2002 and 2004, provide qualitative insight into the homogeneous nature of the campus. Narrative responses indicated that students involved in international education or National Student Exchange, were significantly more likely to report positive diversity experiences, which correlates with the development of multicultural competence. Such programs provide important opportunities for students to experience diversity that they may not otherwise have encountered. In addition, Plante, Lackey, and Hwang cite a marked increase in compassion and empathy among students who have participated in a week-long immersion trip over participants in a comparison group (Plante, Lackey, and Hwang, 2009). UW-Eau Claire students have also reported that while courses promoting diversity serve the purpose well, the lack of campus diversity makes it difficult for students to experience diversity first-hand through contact with people of multicultural backgrounds. Allport’s contact hypothesis states that, “actual face- to-face interaction between members of clearly distinguishable and defined groups” in situations involving certain conditions will “improve people’s attitudes, beliefs, and behaviors toward diverse others” (Seaman, Beightol, Shirilla, and Crawford, 2009). The contact theory relates directly to the construction of intercultural immersion experiences and situations constructed to encourage students to become interculturally competent. In an effort to address the concern that students are not able to experience diversity directly at UW-Eau Claire, the University established a ten-day Civil Rights Pilgrimage in Students participating in the pilgrimage travel by bus to visit major sites of the American Civil Rights Movement of the 1950s through 1970s. This pilot program merged service learning and experiential learning to increase the multicultural competence of student participants. The trip experience has since been expanded to include a three-credit cultural diversity course that places emphasis on the role of women in the Civil Rights Movement. Student researchers further enhanced the knowledge gained through the Civil Rights Pilgrimage experience through measures of multicultural competence, White privilege awareness and attitudes, and sexism. A new component to this year’s research is the addition of a qualitative analysis. Pennebaker (1997) states that when writing samples are analyzed with a computer program, it can show, “a transformation in the way [participants] are thinking about themselves relative to others.” The qualitative analysis will provide additional feedback based gains on the previous mentioned measures. The goal of this experience is to expose students to new cultures and ideas, furthering their understanding of racism, sexism, White privilege, and multicultural competence. We anticipated that this experience would cause students to show movement in these key areas because of involvement on the trip and in the corresponding course. Among White individuals who participated in the Civil Rights Pilgrimage, there was a significant change in scores for subscale 1, confronting white privilege, between pre-trip surveys (M = 30.00, SD = 7.39) and post-trip surveys (M = 26.59, SD = 7.90), t(43) = 3.20, p =.003. Among participants who completed pre and post writing samples during the Civil Rights Pilgrimage ( n= 139), there was a significant change in word count using LIWC software indicating a significant decrease in reported levels of negative emotion from the pre-trip surveys (M = 1.16, SD = 1.61) compared to the post-trip surveys (M =.77, SD = 1.45), t(138) = p=.035. Among participants who completed pre and post writing samples during the Civil Rights Pilgrimage (n = 136), there was a significant increase in word count of inclusivity from pre-trip surveys (M = 4.04, SD = 3.26) compared to the post-trip surveys (M = 4.90, SD = 3.63), t(135) = -2.0 p =.048. Among non-African American individuals who participated in the Civil Rights Pilgrimage (n=101), there was a significant change in scores on the Modern Racism Scale indicating a significant decrease in reported levels of racism from the pre-trip surveys (M = 11.12, SD = 3.76) compared to the post- trip surveys (M = 9.97, SD = 3.51), t(100) = 2.61 p =.010. Miville-Guzman Universality-Diversity Scale: Among individuals who participated in the 2013 Civil Rights Pilgrimage (n = 90), there was a significant change in scores on the Miville-Guzman Universality-Diversity Scale from the pre-trip surveys (M = , SD = 18.59) compared to the post-trip surveys (M = , SD = 17.90), (89)= p =.003, indicating that levels of intercultural competence significantly increased Openness Agreeableness Extraversion Conscientiousness Neuroticism A one-way between subjects ANOVA was done to compare the means of NEO-PI survey of big five personality traits, (openness, extroversion, agreeableness, conscientiousness, and neuroticism) for Civil rights pilgrimage trip participants (1 = Winter 2013, 2 = Spring 2013) and general UW Eau Claire student base (3 = UWEC random sample). Results were not significantly different among the groups for all personality traits except neuroticism (F(2, 168) = 6.28, p <.05). Discussion Overall, the scores on each of the subscales were displaying movement in the expected direction. Students exhibited a statistically significant increase in awareness of White privilege, a reduction in racism, change in participants’ scores on the Miville-Guzman Universality-Diversity Scale (MGUD), word count changes in negative emotions for privilege writing prompt and inclusivity for racism writing prompt as measured by the Linguistic Inquiry and Word Count (LIWC). Limitations for this study include a small sample of males participating in the immersion experience for analysis of the Modern Sexism Scale. This is not a surprising characteristic of the sample, as the UW-Eau Claire campus population is predominantly female. However, our sample has become increasingly diverse in more recent years with a larger number of international students and students of color than is representative of the campus population participating in the Civil Rights Pilgrimage. This has provided white students on the immersion experience with additional opportunities to interact face-to-face with other students from UW- Eau Claire with more diverse backgrounds. These demographic characteristics of the group may have provided some justification behind the statistical significance displayed on the measures. Researchers chose to use the MGUD in an effort to have a common assessment across UW-Eau Claire’s domestic intercultural immersion experiences. Three other projects use this instrument. Previous research has not yielded significant results using this instrument. Researcher intent to use these results to provide a widely used instrument sample for validating the research developed instrument to measure movement on the AAC&U Intercultural Competence and Knowledge VALUE Rubric. Researchers utilized LIWC (Linguistic Inquiry and Word Count), a computational process developed by James Pennebaker, to link word usage within a participants’ writing samples to real world applications such as behaviors and cognitive insight into the given subject. The participants of the Civil rights pilgrimage wrote pre and post-trip writing samples based on questions given to them revolving around privilege and racism. Analyzing these writing samples, researchers discovered that these participants indicated a significant increase in the want for inclusivity but the cognitive processes that are critical for the analyzing of racism within institutions are significantly less than their emotive counterparts. These results indicate that this immersion experience is an effective tool for increasing intercultural competence through a marked decrease in levels of negative emotions. From the data received via the linguistic analysis, we have discerned that there was significant positive change in the want for inclusivity among participants. However, the critical analysis of a given participants’ understanding of institutional racism and how discrimination within systems has yet to be developed. Assessing the effectiveness of immersion experiences as a mechanism to achieve the intercultural competence development learning outcome for UW-Eau Claire students is a campus priority, as it considers the development of an immersion requirement for all undergraduate students. As such, a future direction for the research will include an expanded comparison group sample from across diversity education courses. Researchers will explore incentives to offer for survey completion to increase sample size. Since students self-select into the immersion experience, a control sample was taken of the entire campus to compare individuals’ levels of openness and other personality traits. No significant differences were found in openness, extroversion, agreeableness and conscientiousness. However, a significant difference in neuroticism existed between 2013 participants and the campus control group. The use of this instrument confirms researchers’ assumptions that while participants self-select for the experience they exhibit similar characteristics to the campus population as a whole. More research would be needed to understand the meaning of the significant difference in Neuroticism scores. For future immersion endeavors, researchers and coordinators plan to improve writing prompt survey instrument design through electronic transmission of writing prompt responses due to the time consuming nature of transcribing hand written responses. Researchers intend to conduct a within subjects analysis to assess differences from writing prompts in word count across race and gender. Researchers would like to create a control group for analysis with the participant privilege and racism response. Researchers also recommend the use of a qualitative analysis of the writing prompts for further insight into the impact of the experience on participants. Differences in Personality Traits Between Trip Participants and Campus Control IRB Number: TWEEDASA Special thanks to the University of Wisconsin-Eau Claire and the Office of Research and Sponsored Programs for the opportunity to share our findings at CERCA. We are also grateful to Dr. Susan Turell of Clarion University, who aided in the development of the AAC&U rubric questions. Special thanks to Heather Harris, our research consultant, who assisted with the experimental design and Dr. Blaine Peden for providing valuable guidance in the use of LIWC software. We are grateful for the guidance of many mentors on this project and all of the students who experienced the Civil Rights Pilgrimage and participated in our research over the past year.