scholarly journals Examining the Effects of an Intergroup-Based Diversity and Social Justice Course on Students' Multicultural Competencies and Engagement

2020 ◽  
Vol 1 (1) ◽  
pp. 104-130
Author(s):  
Reuben Faloughi ◽  
Keith C. Herman
Keyword(s):  
Social Justice ◽  
Undergraduate Students ◽  
Critical Consciousness ◽  
Theory And Practice ◽  
Future Research ◽  
Intergroup Dialogue ◽  
Multicultural Competencies ◽  
Positive Effects ◽  
Midwestern University ◽  
Evaluation Survey

Finding ways to support colleges in reducing the frequency of discrimination experiences is imperative to improve the health of the nation and reduce health disparities. The current study evaluated the effectiveness of an intergroup dialogue (IGD)-based diversity and social justice course offered to undergraduate students at a large, midwestern university. Students enrolled in the course completed pre- and postcourse evaluation survey measures of critical consciousness, appreciation for diversity, preference for inequality, and week-to-week ratings of openness, connectedness, and participation in the course. Results suggest the course intervention had positive effects on students’ critical consciousness and appreciation of diversity scores. In addition, latent profile and transition analyses indicated students were significantly more likely to stay or move into adaptive versus less adaptive patterns of engagement (i.e., self-rated participation, openness, and connectedness). Findings are discussed in relationship to IGD theory and practice and implications for future research and implementation of IGD-based coursework.

Examining the effects of an intergroup dialogue-based diversity and social justice course on students' multicultural competencies

2019 ◽  
Author(s):  
◽  
Reuben-Thomas Faloughi
Keyword(s):  
United States ◽  
Social Justice ◽  
Undergraduate Students ◽  
Critical Consciousness ◽  
The United States ◽  
Course Evaluation ◽  
Theory And Practice ◽  
Future Research ◽  
Intergroup Dialogue ◽  
Positive Effects

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Given the rapidly changing racial/ethnic demographics of the United States (U.S.), U.S. public institutions, including institutions of higher education, will have to address historical and contemporary monocultural practices that have created hostile campus climates and learning environments for students from diverse backgrounds. Intergroup Dialogue (IGD) has shown promise with addressing intergroup conflict and relationships with students in various settings; however, few studies have conducted quantitative evaluation of IGD practices in a standardized, multi-topic, dialogue-based, diversity and social justice course for undergraduate students. Thus, the current study evaluated the effectiveness of ESCP 2000: Experiencing Cultural Diversity in the United States, an IGD-based Diversity and Social Justice Course offered to undergraduate students at a large, Midwestern University. Students enrolled in ESCP 2000 sections offered during Fall 2016 and Spring 2017 semesters completed pre- and post- course evaluation surveys measures of: Critical Consciousness, Appreciation for Diversity, Grit, Preference for Inequality, and week-to-week ratings of Openness, Connectedness, and Participation in the course. Results suggest the course intervention had positive effects on students' Critical Consciousness and Appreciation of Diversity. Additionally, growth profiles indicate increased week-to-week engagement (participation, openness, and connectedness) for the majority of students in the intervention. Findings will be discussed in relationship to IGD theory and practice and implications for future research and implementation of IGD-based coursework.

Intergroup Dialogue: A Review of Recent Empirical Research and Its Implications for Research and Practice

2019 ◽  
Vol 50 (5) ◽  
pp. 654-695 ◽  
Author(s):  
Keri A. Frantell ◽  
Joseph R. Miles ◽  
Anne M. Ruwe
Keyword(s):  
Social Justice ◽  
Empirical Research ◽  
Group Intervention ◽  
Future Research ◽  
Intergroup Dialogue ◽  
Future Directions ◽  
Research And Practice ◽  
Current State ◽  
Intergroup Relationships ◽  
Future Practice

Intergroup dialogue (IGD) is a small group intervention that allows for sustained communication between people across social identity groups. It aims to foster intergroup relationships, develop critical consciousness, and increase capacities for promoting social justice. A decade after Dessel and Rogge published their review of the empirical research on IGD from 1997 to 2006, we reviewed the empirical IGD research from 2006 to 2017. We explore research that has examined IGD outcomes, processes, and facilitation, seeking to understand the current state of the research and practice of IGD. We discuss advances and new approaches to IGD, assess growth since Dessel and Rogge’s review, and discuss future directions. We provide five key recommendations for future research on IGD, and five key recommendations for future practice of IGD.

IT Enabled Organisational Agility

2015 ◽  
Vol 27 (4) ◽  
pp. 1-24 ◽  
Author(s):  
Yunshi Mao ◽  
Jing Quan
Keyword(s):  
Dynamic Capabilities ◽  
Partial Least Square ◽  
Theory And Practice ◽  
Least Square ◽  
Future Research ◽  
Pearl River Delta Region ◽  
Positive Effects ◽  
Using Data ◽  
The Pearl River ◽  
Organisational Agility

This paper examines the role of information technology (IT) in enabling organisational agility. The authors focus on two IT capabilities, IT exploration and IT exploitation. On the basis of conceptualisation of the capability lifecycle and a hierarchy of dynamic capabilities, the authors establish a theoretical linkage between lower-order capability and higher-order capability, i.e., IT exploration capability to IT exploitation capability to organisational agility. Using the partial least square approach, the authors empirically test the proposed relationships using data from 289 manufacturers in the Pearl River Delta region of Guangdong province, People's Republic of China. Our results suggest the positive effects of IT exploration and exploitation capabilities on customer, operational and partner agilities. In addition, the authors find that IT exploitation capability mediates the relationship between IT exploration capability and organisational agility. On the basis of our findings, implications for theory and practice as well as future research opportunities are discussed.

Advergaming and healthy eating involvement

2016 ◽  
Vol 26 (3) ◽  
pp. 587-603 ◽  
Author(s):  
Vincent Cicchirillo ◽  
Amanda Mabry
Keyword(s):  
Undergraduate Students ◽  
Healthy Eating ◽  
Future Research ◽  
Manipulation Check ◽  
Content Type ◽  
Individual Level ◽  
Positive Effects ◽  
Likelihood Model ◽  
Brand Integration ◽  
The Impact

Purpose – The purpose of this paper is to understand how healthy eating involvement (HEI) impacts the evaluations of branded food advergames. Design/methodology/approach – This paper invokes the elaboration likelihood model and reactance theory to explain the effects of different levels of brand integration within a food advergame on individuals with different reported levels of HEI. Undergraduate students were assigned (non-random) to play one of three different advergames with varying levels of brand integration. Furthermore, participant’s health involvement was measured and incorporated as a moderating variable on brand and advergame attitudes. Regression analyses were used to analyze the data. Findings – The results showed significant interaction effects between HEI levels and level of brand advergame integration. Individuals with higher levels of HEI showed more negative attitudes toward the brand and game when integration was high. However, lower levels of brand advergame integration resulted in positive effects among lower HEI individuals. Research limitations/implications – Limitations of this research are that gamer experience was not measured prior to game play. Also, that no control of advergame playing time was conducted. However, a manipulation check was conducted. Future research should examine the impact of healthy advergames on individual’s reactions and information processing. Practical implications – Editors and creators of advergames must be more aware of the impact that branded items have within a gaming situation. Individuals may not always positively evaluate the brand integrated within a fun online environment. Furthermore, better consumer targeting will likely lead to higher message acceptance based upon individuals levels of self-congruency with that message. Originality/value – This study provides needed examination of contextual and individual level variables in responses to advergaming content.

scholarly journals Humor in the entrepreneurial pitch context : the effect of humor, investor regulatory focus and argument quality on pitch evaluations and funding decisions

2017 ◽  
Author(s):  
◽  
Scott Ugur Seyrek
Keyword(s):  
Undergraduate Students ◽  
Regulatory Focus ◽  
Small Body ◽  
Conventional Wisdom ◽  
Common Belief ◽  
Economic Interests ◽  
Argument Quality ◽  
Positive Effects ◽  
Midwestern University ◽  
The Common

Conventional wisdom and a small body of empirical research suggests that while humor can sometimes be used for negative purposes, it tends to be "good," and associated with positive outcomes. Many entrepreneurs incorporate humor into their entrepreneurial pitches to appeal to investors. But does the common belief about humor's positive effects really hold true for the entrepreneurial pitch context? To examine the role humor plays in entrepreneurial pitches, an experiment was conducted where humor, argument quality and investor regulatory focus were manipulated either before or during a video-recorded entrepreneurial pitch to predict individuals' perceptions of the pitch and their likelihood of investing in the venture. The data consisted of responses by 186 undergraduate students at a large Midwestern university. The results suggested that humor and argument quality interact to influence pitch perceptions and investment likelihood such that humorous content is appreciated when the arguments are strong (i.e., more positive perceptions and higher investment likelihood), whereas the pitches with humor are penalized when the arguments are weak. The results also suggested that this effect was only observed among individuals who were prompted to be promotion-focused during the pitch (i.e., to be open-minded about the pitch and to consider factors beyond economic interests), and not among those who were prevention-focused (i.e., those who were prompted to focus on the venture's risks). The results indicate that although humor might indeed have an impact on investor perceptions, the question of whether entrepreneurs should use humor is more nuanced than the simple “humor is good” conventional wisdom.

The Interactive Effects of Ex Post Goal Adjustment and Goal Difficulty on Performance

2014 ◽  
Vol 27 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Khim Ong Kelly ◽  
R. Alan Webb ◽  
Thomas Vance
Keyword(s):  
Undergraduate Students ◽  
Interactive Effects ◽  
Difficulty Level ◽  
Future Research ◽  
Goal Difficulty ◽  
Positive Effects ◽  
Ex Post ◽  
Goal Adjustment ◽  
And Performance ◽  
Positive Effect

ABSTRACT Despite the common use of performance goals to motivate employees and the use of ex post goal adjustments to filter out the effects of unforeseen and uncontrollable events, minimal research has examined the consequences of employing them jointly. We predict that the availability of ex post goal adjustments will have a positive effect on performance and that this effect will be stronger when the ex ante goal difficulty level is moderate rather than difficult. Moreover, we predict that these effects will be mediated by perceptions of procedural justice. Results from an experiment completed by 142 undergraduate students support our predictions. The availability of ex post goal adjustments has positive effects on procedural fairness perceptions and performance under the moderate goal, but has no such effects under the difficult goal. Implications for future research and practice are discussed.

scholarly journals Attachment, Self-Esteem and Subjective Well-Being Among Survivors of Childhood Sexual Trauma

2017 ◽  
Vol 39 (1) ◽  
pp. 39-55 ◽  
Author(s):  
Emily L. Barnum ◽  
Kristin M. Perrone-McGovern
Keyword(s):  
Undergraduate Students ◽  
Sexual Trauma ◽  
Attachment Security ◽  
Well Being ◽  
Self Esteem ◽  
Hierarchical Regression ◽  
Future Research ◽  
Subjective Well Being ◽  
Childhood Sexual Trauma ◽  
Midwestern University

The current study is a quantitative exploration of the relationships between attachment security, childhood sexual trauma, sexual self-esteem, and subjective well-being. It was predicted that higher levels of secure attachment, lower presence of childhood sexual trauma and higher levels of sexual self-esteem would contribute to higher levels of subjective well-being. Participants were 213 undergraduate students at a Midwestern university. Theories of attachment (Bowlby, 1973) and well-being (Lent, 2004) provided a framework to guide the hypotheses of the present study. We hypothesized that higher attachment security would be related to higher sexual self-esteem and higher subjective well-being, and that participants who scored higher on a scale measuring childhood sexual trauma would have lower sexual self-esteem and lower subjective well-being. It was found that high levels of attachment security and sexual self-esteem predicted high levels of subjective well-being, whereas presence of childhood sexual trauma predicted lower levels of sexual self-esteem. Results from hierarchical regression analyses fully supported the hypotheses of the present study. Future research should analyze possible coping mechanisms that may contribute to subjective well-being restoration as well as coping efficacy.

scholarly journals “There’s a Human Being Here”: A Doctoral Class Uses Duoethnography to Explore Invisibility, Hypervisibility, and Intersectionality

10.28945/4658 ◽  
2020 ◽  
Vol 15 ◽  
pp. 637-652
Author(s):  
Annemarie Vaccaro ◽  
Chiquita Baylor ◽  
Desiree Forsythe ◽  
Karin Capobianco ◽  
Jana Knibb ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Meaning Making ◽  
Social Identities ◽  
Theory And Practice ◽  
Future Research ◽  
Power Structures ◽  
Post Secondary

Aim/Purpose: This paper contributes to the scholarly literature on intersectionality and social injustice (invisibility, hypervisibility) in higher education and serves as a model for enacting doctoral education where research, theory, and practice converge. Background: Invisibility and hypervisibility have long been documented as social injustices, but very little literature has documented how doctoral students (who are also university employees) make meaning of intersecting privileges and oppressions within post-secondary hierarchies. Methodology: This study used a 10-week Duoethnography with co-researchers who were simultaneously doctoral students, staff, instructors, and administrators in higher education settings. Contribution: This paper offers a unique glimpse into currere—the phenomenon of theory and practice converging—to offer an intensive interrogation of life as curriculum for five doctoral students and a professor. Findings: This paper illuminates rich meaning-making narratives of six higher educators as they grappled with invisibility and hypervisibility in the context of their intersecting social identities as well as their varied locations within post-secondary hierarchies/power structures. Recommendations for Practitioners: Duoethnography can be an effective strategy for social justice praxis in doctoral programs as well as other higher education departments, divisions, or student organizations. Recommendation for Researchers: Researchers can use Duoethnography to explore a plethora of social justice issues in doctoral education and across staff, faculty, and Ph.D. student experiences within the power structures of post-secondary education. Impact on Society: Examining intersectionality, invisibility and hypervisibility is an important way to delve into the complexity of oppression. There will be no justice until all forms of oppression (including hypervisibility and invisibility) are extinguished. Future Research: Future research can more deeply explore social injustices and the intersections of not only social identities, but also social locations of doctoral students who are simultaneously employees and students in a university hierarchy.

Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers

10.28945/4246 ◽  
2019 ◽  
Keyword(s):  
Undergraduate Students ◽  
Classroom Practice ◽  
Group Discussion ◽  
Intervention Strategy ◽  
Practice Volume ◽  
Future Research ◽  
Achievement Level ◽  
Java Programming ◽  
Ability Levels ◽  
Programming Errors

[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

Recreational Prescription Drug Use Among College Students

NASPA Journal ◽  
2006 ◽  
Vol 43 (1) ◽  
Author(s):  
Ethan A Kolek
Keyword(s):  
Drug Use ◽  
Prescription Drug ◽  
Undergraduate Students ◽  
Prescription Drugs ◽  
Drug Users ◽  
Research University ◽  
Future Research ◽  
Negative Consequences ◽  
Prescription Drug Use ◽  
Other Substances

The purpose of this study was to explore recreational prescription drug use among undergraduate students. Although anecdotal accounts on this subject abound, empirical research is extremely limited. Data from a survey of a random sample of 734 students at a large public research university in the Northeast were examined. Results indicate that a substantial proportion of students reported having used prescription drugs for recreational purposes in the year prior to survey administration. Recreational prescription drug use was positively associated with the use of other substances including alcohol. Recreational prescription drug users were also more likely than other drug users to report negative consequences as a result of their drug use. Implications for future research and for student affairs are discussed.

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