Literaturnachweis - Detailanzeige
| Autor/in | Ford, Kristie A. |
|---|---|
| Titel | Shifting White Ideological Scripts: The Educational Benefits of Inter- and Intraracial Curricular Dialogues on the Experiences of White College Students |
| Quelle | In: Journal of Diversity in Higher Education, 5 (2012) 3, S.138-158 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8926 |
| DOI | 10.1037/a0028917 |
| Schlagwörter | Liberal Arts; Racial Identification; Race; Educational Benefits; White Students; Group Membership; Higher Education; College Students; Racial Relations; Multiracial Persons; Academic Achievement; Intergroup Relations; Outcomes of Education; Racial Differences; Student Diversity; Ethnicity; Social Justice; Social Change; United States |
| Abstract | What pedagogies and inter-/intragroup dynamics facilitate increased understanding of issues of race, white racial identity development, and racism in the U.S.? Can white students effectively learn about whiteness by themselves as well as in collaboration with students of diverse racial backgrounds? This project examines white student learning in the Intergroup People of Color-White People Dialogues and Intra-Group White Racial Identity Dialogues at a small liberal arts college in the Northeast. Through content analyses of student papers, this study advances our understanding of how white students make sense of their own racial group membership and how they navigate cross-racial interactions in college; it also continues and extends national efforts to conduct and disseminate research on both the substantive nature and process of Inter-/Intra-Group Dialogues and their impact on students. (Contains 1 table and 11 footnotes.) (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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