Impact of RAPP XXV

We had a lot of fun in RAPP XXV! We also got some stuff done, apparently. :)Analysis of the pre- and post-tests for RAPP XXV are complete. As with any survey-based study, there are definitely limitations to the information pulled from the data. The survey instrument itself and the way in which the data was recorded and analyzed are all up for question.
The data supporting the claims below and a discussion of many of the perceived limitations of the study will be available through the full report being posted on the RAPP website (we're transitioning between systems, so I won't be able to post it for a week or so) - or you can get it by email if you request from me!
With all that in mind, here's an overview of the analysis of the impact of RAPP XXV:

Quick Guide to the Impact of RAPP XXV
The impact of the RAPP XXV experience – conducted in the 2009-2010 school year – was measured through an instrument developed in September-October 2009 for the RAPP Curriculum (written in fall 2008). The instrument was administered as a pre-test at the second meeting of RAPP XXV and a post-test at the second-to-last meeting. Only the instances where an individual took both the pre-test and the post-test were included in analysis.
Statistical analysis of 44 pre-/post-test sets led to the following findings:

• Students in both dominant and subordinated groups reported increases in daily awareness of their identity around race, gender and sexual orientation. The greatest increase in daily awareness was for heterosexual identified members around their sexual orientation.
• Across the board, respondents were more able to provide definitions for the following social justice key concepts: oppression, privilege, internalized oppression, ally, social construct, and intersectionality. The greatest improvement in providing definitions was for “ally.”
• Overall, there was a shift to being more likely to verbally communicate disagreement with offensive statements. The greatest shift in being more likely to confront a statement was with professors. Both initially and at the end, the group reported being most likely to confront close friends, romantic partners, family members, and roommates.
• There was an overall increase in reported use of strategies that enhance cross-cultural communication. The greatest increase of use of strategies by relationship was with good friends. The greatest single strategy increase was in greater use of speaking in a calm tone when responding to offensive statements made by family members.
• Overall, participants were more likely to identify common situations that result from racism on the post-test than the pre-test. The greatest changes overall occurred on the statements that connected to institutionalized racism.