The purpose of this study was to explore the effects that diversity training including the concept of white privilege had on overall awareness of racial challenges, as well as reactions to the training session facilitation (i.e., trainer effectiveness) and reactions of guilt to the training content (i.e., white privilege vs. racial advantage). It was hypothesized that participants would indicate a significant increase from pre-training awareness of racial challenges to post-training awareness, as well as a significant increase in awareness based on the training session condition participants were in. It was also hypothesized that, both, training session condition and participant race would significantly influence post-training awareness of racial challenges, reactions to the training facilitation, and reactions of guilt to the training content. Lastly, an interaction between training session condition and participant race was explored. A total of 238 working-age adults (i.e., 18–70 years of age) participated, via MTurk, in an online diversity training session. Hypotheses were tested by conducting two Repeated Measures ANOVAs and three two-way MANOVAs. As expected, there was a significant increase from pre-training awareness of racial challenges to post-training awareness, as well as significant differences in the DVs based on participant race. However, no support was found for the remaining hypotheses. Practical implications, limitations, and future research are discussed.
|Commitee:||Bartels, Lynn, Nadler, Joel|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 58/06M(E), Masters Abstracts International|
|Subjects:||Social research, Management, Ethnic studies, Organizational behavior|
|Keywords:||Advantage, Diversity training, Race, White privilege|
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