| This thesis examines the introduction of synchronous videoconferencing into a traditionally asynchronous online diversity course to determine the effectiveness of a high synchronicity medium in addressing the challenges of teaching whiteness and white privilege in online settings. Specifically, the study explores to what extent the dialogue in audio and video conferencing presents moments of self-reflection, recognition of privilege, resistance, the development of critical consciousness (Yep, 2007), and emotion or challenge (Bales, 1950). While some research describes the use of asynchronous online classrooms to teach diversity-related courses, none integrate a theory of media, or examine the use of synchronous media to achieve diversity-related learning outcomes (Akintunde, 2006; Limburg & Clark, 2006; J. L. Martin, 2013; West, 2014). This study reports the results from content analyses of four synchronous conferences using sensitizing concepts from Yep's (2007) description of resistance and the development of critical consciousness, and Bale's (1950) categories of socioemotional interaction. The study finds synchronous communication media are suitable for helping students engage in authentic dialogue about race and privilege, share their experiences, and unpack emotional commitments to oppressive ideologies, in a supportive environment. In addition, synchronous media engendered different types of resistance. The study found significant gender differences. Females engaged in more racial dialogue, showed more signs of critical self-reflection and the development of critical consciousness, and expressed more emotion and socioemotional interactions. Males resisted racial dialogue and showed less socioemotional interaction. Educators should not assume all media are equal when teaching diversity in online settings. |
