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Faculty of Graduate Studies

Barbie Jain

  • B.A. Hons. (University of Manitoba, 2021)

Notice of the Final Oral Examination for the Degree of Master of Science

Topic

From Contact to Connection: Examining the Impact of a Diversity-Based Course on Empathy, Perspective Taking, and Tolerance

Department of Psychology

Date & location

  • Friday, August 28, 2026

  • 9:00 A.M.

  • Cornett Building

  • Room A228

Reviewers

Supervisory Committee

  • Dr. Catherine Costigan, Department of Psychology, University of Victoria (Supervisor)

  • Dr. Emily Haigh, Department of Psychology, UVic (Member) 

External Examiner

  • Dr. Fred Chou, Department of Educational Psychology and Leadership Studies, UVic 

Chair of Oral Examination

  • Dr. Vivien Corwin, Gustavson School of Business, UVic

     

Abstract

Background: Diversity-based coursework in higher education is increasingly important within Canadian universities as students prepare to engage in socially and culturally diverse environments. Within this context, empathy, perspective taking, and tolerance are viewed as important outcomes that support respectful engagement across difference. Little is known about the impact of integrating Indigenous pedagogical approaches and structured intergroup contact on promoting positive attitudinal change among university students.

Methods: This study used a pre–post design to examine changes in empathy, perspective taking, and tolerance among undergraduate students enrolled in a Psychology of Diversity course. Repeated-measures ANOVAs were used to assess change over time and moderation by demographic variables. Deductive content analysis was used to analyze students’ open-ended responses regarding meaningful aspects of the course and perceived contributors to learning.

Results: Results indicated significant increases in perspective taking from pre- to post-course, while empathy and tolerance remained stable over time. With the exception of a small interaction for Racial/Ethnic Identity in perspective taking, changes were generally consistent across demographic groups. Qualitative findings showed that students most frequently identified diversity-related course content and structured peer interaction as central to their learning. Indigenous perspectives and teachings were thoughtfully referenced. Students also emphasized reflection, dialogue, and exposure to diverse lived experiences as key aspects of their development.

Conclusion: Findings suggest that diversity education supports enhancing perspective taking through a combination of structured intergroup contact, exposure to diversity-related content, and adopting Indigenous pedagogies and Líl̓wat principles of learning. Although quantitative changes were modest, qualitative findings indicate that students experienced learning as relational and process based. Together, these results highlight the importance of integrating content, contact, and Indigenous pedagogical approaches in the design of diversity-focused higher education courses.

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