Contact Theory as a Framework for Experiential Activities as Diversity Education: An Exploratory Study

Abstract

Participation in experiential education is said to enhance people's appreciation for diversity. In this study, a pre-test/post-test design found significant changes in participants' attitudes, beliefs, and behaviors following a nonformal diversity education program using adventure-based and community service activities. Additionally, hypothesized program conditions, as outlined by contact theory, were significantly predictive of outcomes, although majority and minority participants differed on their perceptions of these conditions. These findings suggest that experiential activities may be considered a viable approach to diversity education in nonformal settings, assuming key conditions are met. Implications for practice and directions for future research are discussed.

Social Status Equalization and Outdoor Orientation Programs: An Exploratory Study

“…Phillips and Lowery (2015) found that when people are provided evidence of their privilege, they often focus upon their personal life hardships to try to facilitate equalizing status beliefs. This is consistent with Seaman et al (2009) who hypothesized from their study of a racially diverse group of students involved in an adventure-based team building and community service activity that minority group members were more likely to perceive social status differences. This is an interesting line of research that could be especially important if status equality beliefs have the effect of hiding or ignoring the marginalization of other group members.…”

“…Similarly, OOPs, instead of directly focusing on orientation to college, set the conditions for interpersonal interaction by focusing upon group living. Seaman et al (2009) explain that contact theory "fits well" in the conception of OA programs that provide cooperative activities designed to influence interpersonal relationships (see also Wright & Tolan, 2009). Contact theory may provide a theoretical grounding for outdoor orientation outcomes and if so, it is important to explore the contact condition of equality of social status, particularly as outdoor programs seek to increase enrollment of diverse participants.…”

“…Contact theory may provide a theoretical lens through which to view OOP outcomes, especially because contact theory predicts that cooperatively engaged groups can be used as an indirect approach to change. For example, instead of relying upon a direct curriculum that confronts participants with specific content knowledge, contact theory sets the conditions for interpersonal interactions that can result in the reduction of prejudice (Seaman et al, 2009). Similarly, OOPs, instead of directly focusing on orientation to college, set the conditions for interpersonal interaction by focusing upon group living.…”

“…One of the studies of contact theory in OA programs was conducted by Seaman et al (2009), who studied an adventure and community service program designed to engage a group of racially and economically diverse students. Students were sorted into majority and minority categories based on race, and the researchers found that the perception of equality of status among minority students had a noticeable effect on posttest scores (Seaman et al, 2009).…”

“…One of the studies of contact theory in OA programs was conducted by Seaman et al (2009), who studied an adventure and community service program designed to engage a group of racially and economically diverse students. Students were sorted into majority and minority categories based on race, and the researchers found that the perception of equality of status among minority students had a noticeable effect on posttest scores (Seaman et al, 2009). As report, "even when objective attempts are made to establish such conditions as equal status, group members' subjective responses to intergroup contact may still vary depending on the perceptions and experiences that inform their understanding of the intergroup relationship" (p. 139).…”