Independent Evaluation of 1996 -ISM (N.) Courses

Executive Summary

The -ISM (N.) Project contracted with Simmons, Boyle and Associates to conduct an independent analysis of the -ISM (N.) course impact on students and the video techniques incorporated by the class. The study was designed to measure both the attitudinal change of students and students' evaluation of the course itself. SBA integrated qualitative and quantitative research methods to achieve this goal, utilizing a pre- and post-test survey and a series of three focus groups as the principle research tools.

The -ISM (N.) Project clearly affected students' thinking about themselves and their world in a way that few courses are ever able to accomplish. The focus on diversity issues and the use of video to explore those issues on a personal level enabled students to critically examine their own actions and opened their minds to a greater understanding of the actions and experiences of groups (or individuals) "different" from themselves.

At a personal level, most students now feel more empowered to deal with the day to day -isms they encounter--primarily racial and gender issues. This personal empowerment, however, does not necessarily translate directly to a greater societal empowerment, i.e. a belief that they can change greater societal forces at work behind race, gender, and class divisions. The strengthened personal empowerment in the face of a seeming regression in broader, societal empowerment--described in accepted developmental models--represents a natural, predictable, and temporary outcome as students continue moving toward higher stages of multicultural awareness.

Most students felt that the utilization of the video process was an integral part of the success of the course. The use of video forced students to think in a new and creative way, yet utilized a medium that is by now second nature in today's society. More importantly, it challenged students to reveal personal stories and life histories in a way that clearly enlightened other participants to appreciate and understand the value of diversity--to put a real person and experience where there once may have been just a label.

The course structure, however, was not without its problems. Students were unanimous in their opinion that the class demanded far too much time, that indeed it should have been two classes--one concentrating on diversity issues, readings and discussions and a second dedicated to the video process. The time demands had an adverse effect on other project goals and resulted in tension over equipment use, access to editing rooms, and finishing videos. The need to complete the project often influenced group dynamics towards just "getting it done" rather than forcing students to confront and work out differences.

 
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