Background: Literature on undergraduate multicultural psychology instruction is limited. Prior research has included primarily White samples, yielded mixed results, and largely ignored assessment of learning in skills-based domains such as ethnic identity development. Objective: We aimed to replicate and extend prior research by examining growth in multicultural knowledge and ethnic identity among students in multicultural psychology courses and considering possible moderators of this growth. Method: Multicultural knowledge and ethnic identity were measured before and after the semester among 169 undergraduate students enrolled in multicultural psychology courses. Results: Multicultural knowledge and ethnic identity significantly increased from before to after, but important moderators also emerged. Knowledge increase was greater among White students, while ethnic identity increased the most among White students with no multicultural experience in courses employing small-group, online discussions. Conclusion: Our findings replicate prior research by showing that multicultural courses can effectively promote multicultural knowledge and extend our understanding by demonstrating that other aspects of competence such as ethnic identity can also increase among students of these courses. Teaching Implications: The benefits of multicultural psychology instruction are evident. However, variability in outcomes based on student and course characteristics suggests that instructors should consider these critical factors in course design.

背景：关于本科多元文化心理学教学的文献有限。先前的研究主要包括白人样本，结果喜忧参半，并且在很大程度上忽略了对基于技能的领域（例如种族认同发展）的学习评估。目标：我们旨在通过检查多元文化心理学课程中学生的多元文化知识和种族认同的增长并考虑这种增长的可能调节因素来复制和扩展先前的研究。方法：对169名就读多元文化心理学课程的本科生进行学期前后测量的多元文化知识和民族认同。结果：多元文化知识和民族认同从前到后显着增加，但也出现了重要的调节器。白人学生的知识增长幅度更大，而在采用小组在线讨论的课程中没有多元文化经验的白人学生中，种族认同的增长幅度最大。结论：我们的研究结果复制了先前的研究，表明多元文化课程可以有效地促进多元文化知识并通过证明其他方面的能力（如种族认同）也可以在这些课程的学生中增加来扩展我们的理解。教学意义：多元文化心理学教学的好处是显而易见的。然而，基于学生和课程特征的结果的可变性表明教师应该在课程设计中考虑这些关键因素。