Author
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Diana Coyl-Shepherd, Department of Child Development, California State University, Chico
Abstract
The primary aim of this study was to investigate pedagogical mechanisms that promote student understanding of diversity and intersectionality in national and global childhood experiences in order to foster openness, acceptance of diversity, and civic engagement. In this mixed-methods study, participants included 127 undergraduate students in a child development diversity (CDD) course and a control group of 63 undergraduate students in a research methods psychology (RMP) course. Students in both groups self-rated their knowledge of 18 diversity topics, their Openness to diversity, Acceptance of cultural differences, Awareness of racism and sexism, and Plans to advocate for others (OAAP variables). Quantitative results showed significant increases in CDD course groups’ knowledge of all topics from beginning to semester-end and greater knowledge compared with the RMP course control group. For CDD course students, diversity knowledge was positively and more strongly correlated with their OAAP scores. Qualitative written responses from CDD course students illustrate their perceptions of the importance of intercultural awareness and knowledge of childhood intersectionality and diversity, the effectiveness of specific content delivery methods, and how they relate to their advocacy and volunteer plans.
