Document Type

Article

Journal/Book Title/Conference

Scholarship of Teaching and Learning in Psychology

Publisher

American Psychological Association

Publication Date

2024

First Page

1

Last Page

27

Abstract

This study examines the impact of different types of intergroup contact with diverse others on students’ cultural awareness, knowledge, and skills. An undergraduate Multicultural Psychology course required direct intergroup contact by attending at least three multicultural events every semester. However, during the COVID-19 pandemic, this requirement was shifted to allow indirect intergroup contact activities. This paper examined differential shifts on students' cultural competence-related attitudes in sections where students were required to engage in direct intergroup contact (pre-pandemic) versus students who were allowed to engage in indirect intergroup contact (pandemic-transition and pandemic-prepared). Students across all course sections and semesters (N=189) significantly improved on all outcome measures from pre to post. Students did not differ between semesters where students engaged in direct intergroup contact and semesters where students engaged in indirect intergroup contact. Students who engaged in indirect contact experienced equally positive shifts in cultural competence as compared to students who engaged in direct intergroup contact. For educators implementing contact assignments in diversity-focused courses, direct and indirect contact may have similar impacts.

Comments

© 2024, American Psychological Association. This paper is not the copy of record and may not exactly replicate the final, authoritative version of the article. Please do not copy or cite without authors' permission. The final article will be available, upon publication, via its DOI: 10.1037/stl0000410

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