Students who received active-learning lessons designed to raise racial doubt became far less certain in classifying nationalities as White or non-White than students in a lecture-only course¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At Time 2, treated-course students averaged approximately two of 27 nationalities as White, four as non-White, and 21 as 'not sure,' versus approximately seven, 12, and eight in the non-treated course, a statistically significant difference. → Cherry et al. 2014

Evidence¶

Cherry et al. 2014¶

Stephen M. Cherry, Amy Lucas, Kim A. Case, and William T. Hoston. (2014). Who is White? Assessing Students' Perceptions of Whiteness through Active-Learning Effectiveness and the Construction of Racial Doubt. The Journal of Effective Teaching, Vol. 14, No.3, 2014, 68-83. http://www.understandingrace.org/home.html

q2 · i? · causal · r2

Quasi-experiment in two undergraduate race and ethnicity courses (N = 97) taught in consecutive spring semesters; only one course received the doubt-raising materials. Post-lesson survey showed treated students "overwhelmingly likely to be 'unsure' about racial classifications"; Figure 2 notes significance at the 0.01 level.

"Student in the treated class identified, on average, approximately two of the 27 nationalities as White, four as non -White, and 21 as "n ot sure." Conversely, students in the non-treated class were far more certain in their identifications."

Discussion¶

Related Claims¶

• All racial and ethnic subgroups in the treated class shifted toward uncertainty about racial classifications after the lessons — a narrower finding that bears on this claim
• Before the lessons, the treated and non-treated classes did not differ significantly in how they classified the twenty-seven nationalities — related
• Treated students attributed their new uncertainty to personal and emotive engagement with classmates' self-identified racial narratives — related
• Both male and female students in the treated class showed statistically significant increases in uncertainty about racial classifications — a narrower finding that bears on this claim
• Students explained their national-origin racial classifications as derived from media depictions rather than direct knowledge — related