Abstract
Diversity-related topics are common in undergraduate psychology education, and past studies have investigated outcomes related to such courses. This study investigated changes in the scores on the Scale of Ethnocultural Empathy (Wang et al., 2003) across the academic semester, comparing an undergraduate cultural psychology course ( n = 29) and psychopathology course ( n = 19). Students in both classes completed the scale at the beginning and end of the Fall 2022 semester. There was a main effect across time, with scores significantly increasing over the course of the semester for each class. There was a significant difference between the classes, with students in the cultural psychology course scoring higher than students in the psychopathology course. There were no interaction effects between type of class and time. This study adds to the literature addressing the potential impact of diversity-related courses in undergraduate education. The findings support using teaching methods other than didactic learning to increase diversity of thought; additional teaching implications include using exposure to socially conscious topics in predominantly White classrooms and incorporating diversity topics in multiple courses rather than a single diversity course. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)