Publication Date


Document Type

Masters Thesis


School for Social Work


Anti-racism-Study and teaching-Evaluation, Social workers-Attitudes, Social workers-Psychology, Whites-Attitudes, Whites-Psychology, Whites-Race identity, Self-esteem, Group identity, White privilege, Critical race theory, Social identity development, Training, Positive self-regard


A mixed-methods evaluation of a racism training examined whether education about a social identity development model predicated on critical race theory influenced white clinicians' attitudes regarding white privilege, level of positive self-regard, and attempted to explore how participants processed their social identity development in a follow up questionnaire. Fourteen self-identifying white clinicians completed pre and post surveys the day of a two and half hour work-shop based training. Five of those participants went on to complete the final survey including qualitative questions regarding their identity development. White privilege attitudes were measured by the White Privilege Attitudes Scale (WPAS; Pinterits, Poteat and Spanierman, 2008) and showed no noticeable change in the post or follow-up administrations. Positive self-regard was measured by the Unconditional Positive Self-Regard scale (UPSR; Patterson and Joseph, 2006) and also showed no noticeable change in the post or follow-up administrations. Qualitative responses indicate that participants were very satisfied with the training, and that the five who completed all three surveys thought about race and racism in the several weeks following the training and attribute more complex understanding of current political events (e.g. first African American President's inauguration and Martin Luther King Jr. Day) to their attendance of the training. Limits (primarily small sample size) and implications are offered. Trainers may need to insist on longer trainings, or multiple trainings for greater effectiveness. Research should consider more in-depth qualitative evaluation of the process of white clinician's racial identity development as it pertains to trainings.




47 p. Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. Includes bibliographical references (p. 32-35)