Document Type



Master of Science (MS)



First Advisor's Name

Marilyn Montgomery

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

William Kurtines

Third Advisor's Name

Raysa Richardson

Date of Defense



The purpose of this study was to gain knowledge about the impact and effectiveness of instructional practices used in teaching of multicultural diversity sensitivity courses at the graduate level. A participatory approach termed Transformative Diversity Training (TDT) was evaluated by examining how graduate students (N = 41 evaluated their own change in (a) awareness, knowledge, and skills for working with diverse clients, and (b) efforts to transform themselves, work settings, and/or communities toward more equitable practices. TDT impact was analyzed by examining participants' written responses to questions provided at pretest (start of semester), posttest (end of semester), and follow-up (one year later), using the qualitative data analytic method of Relational Data Analyses. Results indicated that most students (95%) gained awareness, knowledge and skills related to multicultural competence, and these gains facilitated personal and professional transformation through empowerment. Students reported continued transformative activities and social action one year after the course had ended




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Included in

Psychology Commons



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