Date Awarded


Document Type


Degree Name

Master of Science (M.Sc.)




Cheryl L Dickter

Committee Member

Joanna Schug

Committee Member

Adrian Bravo


Students from underrepresented racial groups experience higher rates of both explicit and subtler forms of racial prejudice and discrimination (Ellis, Powell, Demetriou, Huerta-Bapat, Carmen & Panter, 2019; Harwood et al., 2012; Ray, 2013; Stevens, Liu, & Chen, 2018; Vaccaro, 2010). Cultural competence training may benefit individuals in celebrating culturally-based differences as strengths, cognitively understanding their experience and cognitively empathizing with the experience of others, as well as building skills to better cross-cultural interactions (Glockshuber, 2005; Minami, 2008; Sue et al., 1982; Sue, 2001 Sue & Sue, 2013). This process can be beneficial particularly for White students (Chao, Wei, Good & Flores, 2011), who are prone to higher levels of color-blindness (Fu, 2015; Ryan, Hunt, Weible, Peterson, & Casas, 2007), misinformation around race (Saddlemire, 1996), and a lack of awareness surrounding White privilege (Ray 2013; Schoefplin, 2009). This study adapts a pre-existing one-day allyship training (Ong, Papa, Reveles, Smith, & Domenech Rodríguez, 2018) into a four-week training that walks participants through one-hour per week sessions in which they work towards developing cultural competence focused on race through an online Google forms platform. It utilizes student-acted role plays, reflection questions, and articles and videos to create an interactive experience for students. 49 White students complete the study, and were tested on measures before and after the training. Pre and post-test differences demonstrated significant increases in cultural competence and decreases in color-blindness. Relationships between color-blindness, White privilege, cultural competence, skill employment, training interest and implicit bias are discussed, along with implications and future directions.




© The Author