Teaching Diversity and Learning Outcomes: Bringing Lived Experience into the Classroom

• Published in: Teaching sociology Vol. 31; no. 4; pp. 441 - 455
• Main Authors: Kubal, Timothy, Meyler, Deanna, Stone, Rosalie Torres, Mauney, Teelyn T.
• Format: Journal Article
• Language: English
• Published: Washington, DC American Sociological Association 01-10-2003
• Subjects: Artistic expression; Artists; Classes (Groups of Students); Classroom Communication; Classroom Techniques; Classrooms; College instruction; Cultural diversity; Drug abuse; Education; Educational Facilities Improvement; Educational Objectives; Educational Programs; Empathy; Ethnic diversity; Gender Discrimination; Inequality; Institutionalization; Instructional Effectiveness; Instructional Improvement; Learning; Learning outcomes; Mental health; Minority & ethnic violence; Minority group students; Multicultural education; Multiculturalism & pluralism; Outcomes of Education; Pedagogy; Programmes; Race relations; Social activism; Sociology; Sociology Education; Sociology of education. Educational systems. Lifelong education; Speakers; Student Attitudes; Student diversity; Student Improvement; Student Reaction; Students; Studies; Task forces; Teacher Effectiveness; Teachers; Teaching; Teaching Methods; Teenagers; Thinking Skills; Workplace diversity; United States Of America; United States > US; Nebraska; Learning; Resistance; Art; Higher Education; Experience; Pedagogy; Methodology; University; Sociology teaching; Teaching curriculum
• ISSN: 0092-055X; 1939-862X
• DOI: 10.2307/3211368

This study examines the learning outcomes of an institutionalized program that provides artists as guest speakers. Art, guest speakers, and institutionalized programs are commonly analyzed teaching techniques, but studies have not examined their effectiveness for diversity education. Study of the diversity guest speaker program was guided by two questions: What kinds of learning outcomes does presenting the diversity speaker bring about for students? Which groups of students are most (least) likely to find the diversity speaker rewarding? Findings fromt he quantitative analysis indicate learning outcomes varied among student groups; older students and female students both found the program more rewarding. Qualitative analysis suggests three kinds of learning outcomes; diversity outcomes, personal outcomes, and resistance. The paper concludes by discussing diversity, resistance, and learning outcomes.