Baines, LawrenceYates, Justin2020-05-072020-05-072020-05-08https://hdl.handle.net/11244/324310According to The Pew Research Center (Jurkowitz et al., 2020), the US is becoming more divided based on political affiliation, religion, race, lifestyle preferences and economic status. If students are not exposed to different cultures, it may be difficult for them to understand other cultures and perspectives. Rosenblatt (1946) preached that literature could be a bridge to help students understand the world and broaden their empathetic responses to different perspectives. Loban (1956) contended that “Through literature, understanding and sensitivity can be increased, not only of other people but of the reader's own self” (p. 77). The purpose of this study was to understand the impact of just two short stories by nonwhite authors on the racial social sensitivity of students at a Midwestern, rural, predominantly white, two-year, community college. Data included observations of students during class discussions, students’ written reflections, and personal interviews. Findings indicated that students’ racial social sensitivity was marginally enhanced through the inclusion of only two short stories by nonwhite authors. The difficulties and delicacy of addressing student attitudes towards race and culture are discussed, as well as implications for using literature, classroom discussions, and reflective writing in curriculum.social sensitivitymulticultural literaturecommunity collegerural