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Two Web-based forums for discussing diversity issues were evaluated as part of graduate social work education. Data included surveys from 91 students as well as aggregate Web use information. Outcomes included perceived learning benefits related to cultural competency, improved relationships and benefits of anonymous vs. identified participation in the forums. We found that (1) 75% of the students reported benefits related to learning cultural competency; (2) just over 60% experienced positive impacts on relationships with classmates;(3) 54% believed anonymity improved honesty during forum dialogues; however, students who participated in the author-identified forums perceived significantly more perceived learning benefits related to cultural competency than those who participated in the anonymous forums; and (4) over one-third of students improved their perceived technological competence as a result of participating in the forums. We conclude that

Current expectations of men andwomen in society have undergone tremendous changes concerning roles and the expression of intimacy within intergender relationships. African American intergender relationships have not escaped these changes. Three theoretical perspectives are offered to enrich the discussion on African American intergender relationships: patriarchy, role, and love. This article posits that African American intergender relationships are defined within some particular significant parameters like patriarchy, gender roles, love, and a history of enslavement and discrimination. Current discussions of such relationships miss their complexity when they omit these conceptual perspectives and the unique historical and present-day experiences of African Americans. The Million Woman and Million Man Marches have made healing, nurturing, atonement, love, and acceptance national priorities for African Americans. This article promotes the incorporation of the perspectives—patriarchy, role, and love—as avenues of contributing to an enriched debate that will be beneficial to such national priorities.

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This article presents an evaluation of a social work course on oppression and diversity in which an interactive Web page was used to structure feminist learning experiences. Three assignments are described—an online diversity discussion board, a “digital poster” group research project, and the summary and critique of articles. The evaluation found that several processes that are key to a feminist classroom were achieved, including community building, collaboration, peer learning, empowerment, and the development of leadership capacity. The majority of students thought that the class was a supportive, collaborative environment in which they were able to achieve their learning goals. Implications for using technology to structure feminist learning experiences are discussed.