Participation in experiential education is said to enhance people's appreciation for diversity. This article reports on a study that found significant changes in participants' attitudes, beliefs, and behaviors following a nonformal diversity education program using adventure-based and community-service activities. Additionally, hypothesized program conditions, as outlined by contact theory, were significantly predictive of outcomes, although majority and minority participants differed on their perceptions of these conditions. These findings suggest that experiential activities may be considered a viable approach to diversity education in nonformal settings, assuming key conditions are met. Implications for practice and directions for future research are discussed.
Journal of Experiential Education
Digital Object Identifier (DOI)
Seaman, J., Beightol, J., Shirilla, P., and Crawford, B. (2010). Contact theory as a framework for experiential activities as diversity education: An exploratory study. Journal of Experiential Education, 32(3), 207-225. https://dx.doi.org/10.1177/105382590903200303