Innovating an Undergraduate Social Work Diversity Course: A Mixed-Methods Evaluation

Abstract

Diversity and social justice are essential in the field of social work; therefore, it is essential for social work educators to identify effective methods for teaching diversity courses. This study used a mixed-methods evaluation to assess student perceptions and the impact of innovations on teaching methods and assignments for an undergraduate social work diversity class. Innovations include changes to course structure and assignments. A pre- and posttest using the Social Justice Scale revealed significant improvement in social justice attitudes, goals, and intentions between the beginning and end of the semester. Qualitative findings from a survey and focus groups indicated students perceived the class positively and identified several impacts: increased knowledge, attitudinal changes, and enhanced skills. Implications are discussed.

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