The present study was undertaken to explore the impact and student perceptions of a required diversity course and accompanying lab within an APA-accredited Psy.D. program. Outcome measures usedin the study included the following: the Multicultural Knowledge and Awareness Scale (MCKAS; Ponterotto et al. 2002; Ponterotto & Potere, 2003), the White Privilege Attitudes Scale (WPAS; J. Pinterits, personal communication, April 25, 2007; January 19,2009), the Multigroup Ethnic Identity Measure (MEIM; Phinney, 1992; Roberts, et aI., 1999), and a course components questionnaire developed for the present study. Results indicated that (a) from pretest to post-test students reported an increased likelihood to confront White privilege, increased concerns about the consequences of addressing White privilege, an increased overall awareness of the presence and impact of White privilege, and decreased multicultural know ledge, and (b) from post-test to follow-up students reported a decreased concern about the consequences of addressing White privilege. At post-test and follow-up, participants ranked a variety of pedagogical methods as the most helpful in increasing their knowledge and awareness of working with diverse clients. These findings are presented as they relate to student membership in (a) low, moderate, and high knowledge and awareness groups and (b) majority or minority groups based on gender, ethnic origin, sexual orientation, and socioeconomic status of the family of origin. Suggestions for future research and implications for practice are discussed.
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