Before the lessons, the treated and non-treated classes did not differ significantly in how they classified the twenty-seven nationalities¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? At Time 1, treated students averaged approximately 9 of 27 nationalities as White, 12 as non-White, and 6 as not sure, with no statistically significant differences from the untreated class. → 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 · r1
Pre-lesson assessment in both courses (N = 97): treated students identified on average approximately 9 of 27 nationalities as White, 12 as non-White, and 6 as not sure; untreated students approximately 7, 13, and 6. The article reports t-tests found no statistically significant differences; equivalence was not tested.
"T -tests revealed that there were not any statistically si gnificant differences between the two classes in the number of nationalities identified as White, non -White, and not sure."
Discussion¶
Related Claims¶
- Students explained their national-origin racial classifications as derived from media depictions rather than direct knowledge — related
- 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 — related
- Both male and female students in the treated class showed statistically significant increases in uncertainty about racial classifications — related
- All racial and ethnic subgroups in the treated class shifted toward uncertainty about racial classifications after the lessons — related
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