Degree Name

Specialist in School Psychology

Semester of Degree Completion


Thesis Director

Ronan S. Bernas


This study explored whether African American and Caucasian students have different learning styles. It specifically examined differences in preferred modes of information processing and instruction. Participants in the study completed the Dunn and Dunn Learning Style Inventory and the Kolb Learning Style Inventory. Subsequent analyses revealed that there were no significant differences in how African American and Caucasian students choose to process information for learning. However, there were some significant differences in preferred modes of instruction. African American students were more likely to prefer noisier and warmer learning environments, to snack while learning, and to learn in the late morning. Caucasian students had a stronger preference for formal class designs, long-term assignments with limited teacher assistance, and to explore their environment with hands-on activities. Caucasian students were also more highly teacher motivated and had a stronger preference to learn in the early morning. No gender differences were found.