Exploring First-Year College Students' Cultural Competence

Autor/in	Tharp, D. Scott
Titel	Exploring First-Year College Students' Cultural Competence
Quelle	In: Journal of Transformative Education, 15 (2017) 3, S.241-263 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344616686552
Schlagwörter	College Freshmen; Cultural Awareness; Qualitative Research; Action Research; Social Justice; Transformative Learning; Reflection; Writing Assignments; Coding; Concept Formation; Workshops; Ethnic Diversity; Consciousness Raising; Mentors; Journal Writing; Scoring Rubrics + Suchen Sie Ihr Suchwort? Studienanfänger; Cultural identity; Kulturelle Identität; Qualitative Forschung; Projektforschung; Soziale Gerechtigkeit; Pädagogische Transformation; Codierung; Programmierung; Concept learning; Begriffsbildung; Lernwerkstatt; Schulung; Bewusstseinsbildung; Zeitschriftenaufsatz; Scoring formulas; Auswertungsbogen
Abstract	The development of college students' cultural competence is important in an increasingly diverse world. This exploratory, qualitative, action research study examined how 158 first-year students understood and applied core concepts after participating in a standardized diversity and social justice lesson plan designed using transformative education principles. Three student affairs staff conducted content analysis on credit-bearing reflection papers submitted after participation in the lesson plan. Data were manually coded and collectively analyzed revealing themes regarding students' abilities to accurately discuss multiple core concepts, demonstrate internalized responsibility, and indicate self-growth, all of which were related to students' conceptual understanding and intrapersonal application of concepts. Implications are discussed for designing curricular and cocurricular diversity initiatives that utilize a multiplicity of concepts and social identities, promote intrapersonal development, and explore systems of privilege and oppression as part of the transformational learning process. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01