Results reveal no difference between online and face-to-face students’ understandings of privilege and oppression, sense of belonging, or white guilt. This study compares student surveys from six sections of the author’s introductory Diversity in Politics course three of these sections are taught asynchronously online, and three are taught in a face-to-face setting.
Should educators teach diversity courses in online formats? Courses covering sexism, racism, ethnocentrism, or homophobia are increasingly part of the curriculum requirements for college students. Results from this survey as well as, related topics will be described in this manuscript. This survey explored four primary domains including 1) family therapists’ personal and professional use of social media, 2) family therapists’ comfort with technology, 3) family therapists’ risk taking as associated to social media use, and 4) implications for possible ethical violations regarding family therapists’ personal factors and social media use. This survey was used to gather data about social media use by 232 family therapists. In this study, a survey, titled The Couple and Family Therapist Social Media Questionnaire was also developed and utilized. This study explored the potential impact of social media on marriage and family therapists. Social media’s impact needs to be addressed because it is increasingly affecting not only families and other clients but also family therapists, themselves. Few research studies have focused on what role social media has on mental health providers, specifically, family therapists.
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