The Influence of Stereotypes and Misconceptions on Choosing an Optative Undergraduate Course

Background:

There is limited research evaluating the impact of stereotypes on students' educational course choice decisions. Understanding the pervasive implications of stereotypes on decision-making is critical to educating students about implicit bias and its impact on their educational and professional decision-making. It is well established that stereotypes are not without implications on beliefs and actions. Previous research notes that even in the context of collaborative decision-making, individuals are more likely to favor those who are similar. Pervasive misinformation and lack of opportunity to receive multicultural education in the U.S. perpetuate racist ideas and ideological stereotypes about the diverse cultures, people, and practices across the continent. Studies note that pre-existing attitudes are affected by successful advertisements or prior sensitization. Further, Aversive Racism Theory posits that negative attitudes about racial minorities are propagated by a lack of interaction with those racial groups. Comprehensive and accurate educational opportunities around the cultural diversity of other continents, especially Africa, are necessary from primary school through higher education in the U.S.

Optative undergraduate courses may address this. Social work ethics are centered on cultural sensitivity and applying ethical principles to everyone. Without culturally grounded education, social workers will be ill-equipped to practice from an anti-racist lens that values the dignity and worth of others This study adopted the Stereotype Content Model (SCM) that posits that individual and group stereotypes are developed along two interpersonal dimensions, warmth and competence to further explore how stereotypes impact students' decisions to take a social welfare in Africa course. Additionally, researchers explored which qualities may support student enrollment in an optative course.

Methods:

In developing a course on social welfare in Africa, researchers of this study held a series of focus groups with a convenience sample of undergraduate students (n=21). Transcripts from focus group interviews were assessed for thematic responses. Participants identified misconceptions and stereotypes as barriers to choosing a social welfare in Africa course.

Results:

Results suggest that stereotypes and a lack of cultural curiosity may impact the likelihood of students engaging in an optative course on social welfare in Africa. Further, respondents' stereotypes and misconceptions about the African continent influenced their interest in potentially choosing the prospective course. The study implies that American undergraduates' ambivalence to learning about African social welfare may be a form of avoidance resulting from aversive racism. Study participants offered recommendations for framing the course and suggested favorable time schedules. Respondents also noted that framing it as an "introductory course" to African social welfare will reduce fear and overwhelm and increase the propensity of students to enroll. Respondents also expressed an appeal for small group activities, discussion-based reflection, and real-world application opportunities should they opt to take the course.

Conclusion:

The results of this study suggest that stereotypes impact student interest in course specific to social welfare in Africa and may act as a barrier to their enrollment. Further research should consider how to address stereotypes, promote public education, and equip social workers to serve diverse populations through a global education.