{"title":"Games and Assessment: Measuring How Course Content Impacts Race-Talk","authors":"Alicia L. Brunson, Donovan Edward","doi":"10.1177/10538259221077178","DOIUrl":null,"url":null,"abstract":"Background: Race-talk reduces racial prejudice, presents correct information regarding race, improves racial literacy, and encourages positive race relations. Purpose: This research demonstrates how experiential learning in the form of a game measures Race and Ethnicity course curriculum effectiveness. Methodology/Approach: We used a live version of the game Guess Who (Hasbro) at the beginning and end of the semester and assessed students’ reflections of the game to measure changes in race-talk. Findings/Conclusions: The results indicate courses focusing on institutional racism for 16 weeks may produce a change in race-talk. Implications: Students benefit from this activity by growing in their racial literacy, and instructors benefit by using the game to assess their curriculum's effectiveness.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experiential Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/10538259221077178","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
Background: Race-talk reduces racial prejudice, presents correct information regarding race, improves racial literacy, and encourages positive race relations. Purpose: This research demonstrates how experiential learning in the form of a game measures Race and Ethnicity course curriculum effectiveness. Methodology/Approach: We used a live version of the game Guess Who (Hasbro) at the beginning and end of the semester and assessed students’ reflections of the game to measure changes in race-talk. Findings/Conclusions: The results indicate courses focusing on institutional racism for 16 weeks may produce a change in race-talk. Implications: Students benefit from this activity by growing in their racial literacy, and instructors benefit by using the game to assess their curriculum's effectiveness.
期刊介绍:
The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.