Experiences of Students of Color in a Graduate-Level Diversity Course

Outcome studies of multicultural education have neglected the student of color experience. This study examined ethnic minority students' responses to a doctoral level diversity course. Results revealed that though all students reported new learning experiences, including increased cultural knowledge and personal insights, learning outcomes varied based upon previous exposure to racism, and opportunities to process this experience. The learning course appeared to proceed from reactive and emotion-focused, to reflective. Commonly reported in the reflective phase was the emergence of the question of what position students would take as persons of color on racial issues. Implications for training are discussed.