This report presents initial findings from use of a computer simulation that was designed as narrative
for cultivating counter space for students, a space to practice communicative and analytic behaviors that
support humanitarian values, social equity, respect for diversity, and socially just action. The computer
simulation encourages and rewards ethnocultural empathy and prosocial behavior among students who are learning professional helping skills. Ethnocultural empathy involves understanding and empathizing with the experiences of those who are from racial and ethnic cultural groups different from one’s own. Prosocial behaviors are voluntary behaviors that intend to benefit, to assist, and to comfort others. The simulation induces students to confront and question legacies of institutional racism, classism, and sexism in their personal judgment and nascent professional helping behaviors. The basic necessities of decent human survival are implicated with the messiness of human relationships as fundamental components of practicing socially just helping behaviors. In the simulation, the student completes an assessment and plan of action that must identify ethical principles involved when dealing with the lives and situations of others, while recognizing and awarding value to a character’s culture, gender, age, developmental stage, and life situation. Findings indicate that the simulation evokes a significant increase in empathetic response from a diverse group of students. The ability to increase or renew ethnocultural empathy is a hopeful sign in a world where active violence toward difference and diversity has found a place in public gatherings as well as our schools and local communities.
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