The effect of different-race presenter on bias reduction in online diversity training

Abstract

Purpose – Research examines the effectiveness of different-race presenter avatar use on bias reduction in single-session online diversity training. Building on research that indicates different-race presenter use in in-person diversity training and different-race presenter avatars in online interactions are effective in reducing bias, this paper aims to test the use of simulated Inter Group Social Contact (IGSC) theory in single-session online diversity training. Undergraduate business students at nine United States institutes of higher education participated in an online training module that provided either a same-race or different-race presenter avatar to each participant. Participants then completed the Modern Racism Scale. The data were analyzed using T-tests and an analysis of covariance. Potential drawbacks to the use of different-race presenters and the diversity of the student bodies at participating institutions are considered. Results suggest that the use of different-race presenter avatars in brief online diversity training does result in less racial bias in some groups but is not effective among the groups such training is designed to affect. The results are cautionary. Organizations are advised to use multi-installment training programs when using a different-race presenter avatar to improve the effectiveness of online diversity training. Design/methodology/approach – Participants were asked to answer demographic questions, to view a video with one of two avatars representing the online diversity training presenter, then to complete the Modern Racism Scale questionnaire. Results were evaluated based on school membership, representing the diversity of the school’s student body, gender and self-identified race using Independent T-tests and covariate analysis. Findings – The effect of the use of different-race presenter was minimal and was not uniform across groups. Bias was not reduced in male or nonminority groups. Felt bias of minority respondents was reduced. There was a weak correlation between the diversity of school populations and the effect of different-race diversity presenters. Research limitations/implications – Participants were undergraduate students invited to participate by their instructors. Participants self-identified their gender and race. Practical implications – The use of different-race diversity presenters in single session online diversity training is cautioned against. Social implications – Though the use of different-race diversity training presenters has been found to reduce bias in multisession online training and in in-person training, the use of different-race diversity training presenters may not be beneficial in single session online diversity training. Thus, this innovation is limited in its use. Specifically, felt bias by the object of bias was reduced, which is considered a negative response to diversity training. Single session online diversity training is more likely to be used by smaller firms which employ much of the workforce. Originality/value – The effect of different-race diversity presenters had been tested in multisession online training and in in-person training, but not in single-session diversity training.

Keywords

• Diversity training
• Intergroup social contact
• Higher education
• Human resource development
• Online