Residual Effects on Students of a College Poverty Immersion Experience

Autor/inn/en	Firmin, Michael W.; Markham, Ruth Lowrie; Stultz, Kurt J.; Johnson, Heidi J.; Garland, Elizabeth P.
Titel	Residual Effects on Students of a College Poverty Immersion Experience
Quelle	In: Journal on Excellence in College Teaching, 27 (2016) 3, S.201-220 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-4800
Schlagwörter	College Students; Immersion Programs; Poverty; Outcomes of Education; Experiential Learning; Phenomenology; Qualitative Research; Student Attitudes; Attitude Change; Data Collection; Research Design; Middle Class; Socioeconomic Background; Homeless People; Intervention; Poverty Programs; Behavior Change; Self Evaluation (Individuals); Intention; Behavior Patterns; Social Psychology; Social Cognition; Followup Studies + Suchen Sie Ihr Suchwort? Collegestudent; Immersionsprogramm; Armut; Lernleistung; Schulerfolg; Experiental learning; Erfahrungsorientiertes Lernen; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Schülerverhalten; Attitudinal change; Einstellungsänderung; Data capture; Datensammlung; Forschungsdesign; Mittelschicht; Sozioökonomische Lage; Homeless person; Homeless persons; Obdachloser; Armenfürsorge; Sozialpsychologie; Soziale Kognition; Follow-up studies; Kontaktstudium
Abstract	The authors report the results of a phenomenological, qualitative research study involving 20 students who participated in a weekend poverty immersion experience. Analysis of the tape-recorded interviews included coding, checks for internal validity, and the generation of themes common to most of the research participants. Two overall results were evident. First, students identified three particular enduring frameworks that they had maintained as a result of their respective poverty immersion experiences. Second, students generally had not actively engaged in helping the poor, despite their earlier thoughts that they would have done so. The findings are discussed within the context of the social psychology literature showing that disparity often exists between beliefs and behaviors. Implications for instructional psychology are noted. (As Provided).
Anmerkungen	Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.celt.muohio.edu/ject/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01