Assessing the Intercultural Sensitivity of Students in an Agriculture Diversity and Social Justice Course

Autor/inn/en	Lambert Snodgrass, Lisa; Morris, Pamala V.; Acheson, Kris
Titel	Assessing the Intercultural Sensitivity of Students in an Agriculture Diversity and Social Justice Course
Quelle	In: Multicultural Education Review, 10 (2018) 4, S.292-309 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambert Snodgrass, Lisa) ORCID (Acheson, Kris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2018.1532222
Schlagwörter	Social Justice; Pretests Posttests; Intervention; Cultural Pluralism; Multicultural Education; Agriculture; Program Evaluation; Interpersonal Competence; Cultural Awareness; Intercultural Communication; Institutional Characteristics; Disproportionate Representation; Whites; Undergraduate Students; Agricultural Education; Measures (Individuals) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Kulturpluralismus; Multikulturelle Erziehung; Landwirtschaft; Programme evaluation; Programmevaluation; Interpersonale Kompetenz; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; White; Weißer; Agriculture; Education; Landwirtschaftliche Ausbildung; Ausbildung; Messdaten
Abstract	In an increasingly connected world, the industry of agriculture finds itself at the centre of the challenges of globalisation, including diversity and social equity issues. Recognising the responsibility of the academic discipline of agriculture to respond to these challenges, this study assesses the effectiveness of the interventions in a diversity consciousness--raising course comprised of experiential and reflective activities grounded in critical pedagogy, social development theory, and cognitive development theory as implemented with students in small-group recitation labs. The impact of the interventions was measured in a pre-/post-test design with the Intercultural Development Inventory (IDI). As a group, participants in the study slightly increased their scores on the IDI, with forward-stage movement and Perceived-Developmental Orientation gap decreases evident in roughly half of students. Implications of the findings, including the fit of the IDI for this context and limitations of the study design, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01