Abstract
The purpose of this study was to explore the effects a social work and diverse populations course, on students’ sense of agency. The research study utilized a mixed-methods exploratory design to generate quantitative and qualitative data. The researchers administered a survey consisting of 21 questions regarding classroom discussions on racial oppression, privilege, and students’ sense of agency. The survey also consisted of three open-ended qualitative questions designed to capture the voices of the students regarding their sense of agency and desire to participate in activism to challenge racial oppression. From a sample of 45 graduate students enrolled in a diversity course, the researchers evaluated classroom demographics, classroom environment, theoretical explanations of racial oppression and privilege, and feelings related to students’ sense of agency. Results found a mild correlation between classroom discussions on racial oppression and privilege and students sense of agency. Additionally, findings show that in-class discussions on such topics leave students with better understandings of their social locations and the desire to advance racial equity—both individually and institutionally. Upon the completion of this study, it was determined that results could not be extrapolated from such a small and specific sample; however, they may be able to assist in determining the direction future research on this topic may take, and the ways in which it can be conducted most successfully.