We examine the outcomes of three different teaching methods in courses where cultural competency is a course objective: (1) multiculturalism lecture only, (2) student research and reporting on other cultural groups plus multiculturalism lecture, and (3) cross-cultural conversation partners applying contact theory plus multiculturalism lecture. Lectures in courses 1 and 3 also include antiracist and critical race theories that directly challenge colorblind racism. The study measures both cultural competency and colorblind racism before and after courses over a semester on 181 students at a small midwestern university. Cross-cultural competency scores improved significantly in all three courses but were significantly higher in the course that included both content on critical race theory and contact theory methods. Colorblind racism fails to improve in courses without critical race theory. These findings have implications for improving cultural competency outcomes among undergraduates from a variety of majors.

我们在以文化能力为课程目标的课程中检查三种不同教学方法的结果：（1）仅多元文化讲座，（2）学生研究和报告其他文化群体以及多元文化讲座，以及（3）跨文化对话伙伴应用接触理论加多元文化讲座。课程 1 和 3 的讲座还包括直接挑战色盲种族主义的反种族主义和批判种族理论。该研究测量了中西部一所小型大学的 181 名学生在一个学期的课程前后的文化能力和色盲种族主义。跨文化能力分数在所有三门课程中都有显着提高，但在包括批判种族理论和接触理论方法的课程中则显着提高。在没有批判性种族理论的课程中，色盲种族主义无法得到改善。这些发现对提高不同专业本科生的文化能力成果具有重要意义。