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theses

The absence of diverse perspectives, coupled with a Eurocentric lens of analyzing history and literature, substantially limits opportunities for dialogue about race, culture, and experience (Bondi, 2012; Chapman, 2013; Schieble, 2012). As a result, White students often fail to see race as a construct with tremendous social and political implications (Chapman, 2013; Flynn, 2012; McIntosh, 1998). A lack of understanding about the intersection of power and identity can curtail White students’ empathy for racial and ethnic minorities (Chapman, 2013; McClain, 2008; Pope-Davis & Ottavi, 1994). Though there is ample evidence to support that increased contact with outgroup members increases ethnocultural empathy (Allport, 1954; Pettigrew & Tropp, 2000; Pettigrew, Tropp, Wagner, & Christ, 2011), creating authentic opportunities for this kind of contact in predominantly White spaces is often met with reluctance and resistance (Chapman, 2013; Flynn, 2012; Linder, 2015; McClain, 2008). Both this research and this intervention design are built on a body of literature that underscores the importance of dialogue, intergroup contact, and critical literacy for the development of ethnocultural empathy. The purpose of this design-based research study was twofold: (a) to understand whether an eight-week intervention (centered on dialogue, intergroup contact, and critical literacy) increased ethnocultural empathy among 10th-grade students (n=41), and (b) to discern the mediating processes that contributed to and limited the development of ethnocultural empathy. A paired samples t-test suggests that students’ increase in ethnocultural empathy was statistically significant. A thematic analysis of reflection logs revealed four mediating processes that contributed to the development of ethnocultural empathy: (a) understanding diverse experiences and appreciating culture, (b) awareness of bias and privilege, (c) foregrounding counter narratives and taking perspective, and (d) valuing inclusivity and social justice activism. Two additional themes emerged as limitations to the development of ethnocultural empathy: (e) passivity that reinforces the status quo and (f) national and self-preservation. These findings highlight the value of authentic intergroup contact, particularly that which is driven by collaborative co-constructions of reality. Not only does this study provide guidelines for designing instruction, but it also offers a model that clarifies the relationship among theories, embodiments, mediating processes, and outcomes.

ETD_10790

Ed.D.

Includes bibliographical references

doi:10.7282/t3-mde1-z124

ETD doctoral

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