The play N*W*C attempts to discredit the use of stereotypes and racially sensitive words. Given the current context of a large Midwestern university, this study seeks to document the reactions of multiple stake holding groups to the N*W*C play and understand its implications on campus climate. Stake holding groups include: a university administrator; faculty members from different academic departments; and university students that had seen the play. Responses to the play were studied using an ethnographic research design. Data was gathered using the following qualitative methods: (a) document analysis, (b) field notes, and (c) interviews. Data was analyzed using techniques associated with naturalistic interpretation and triangulation (Denzin, 1989). While everyone agreed that N*W*C had its drawbacks, those who reacted positively to the play (the majority of respondents) believed N*W*C to be a step in the right direction in helping to fight prejudice, bias, discrimination, and injustice.
This collection examines ways in which the U.S. university and the American college experience are affected by diversity, and difference. In particular, these student projects examine experiences of diversity on campus, including important contemporary social, cultural, and political debates on equity and access to university resources.
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