The Taping Project

Abstract

This article describes and evaluates the effectiveness of a “Taping Project,” a teaching method for student self-evaluation in racism courses. The project offers students the opportunity (a) to hear in private the assumptions about themselves and others that they have brought into the course, (b) to reexamine these assumptions in the context of what they learn in the course, and (c) to consider if and how these assumptions have changed. Formal evaluation of the project’s effectiveness in helping students observe and reflect critically on their own development is reported in two ways: content analysis of 53 student essays using grounded theory analysis, and student and faculty evaluations of the assignment.

Additional information

Notes on contributors

Kathleen Hannigan Millstein

An earlier version of this article was presented at the Council on Social Work Education Annual Program Meeting in Washington, DC, February 15-18, 1996. The author wishes to express appreciation to the students and faculty who participated in this project, both in the classroom and in the research endeavor, and to Beverly Daniel Tatum for her creativity in developing the original idea for the assignment.