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.

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.

Encouraging Coreligionists in the Academy

2017 ◽  
Author(s):  
Nicholas K. Rademacher
Keyword(s):  
United States ◽  
Social Justice ◽  
Social Reform ◽  
Social Problems ◽  
The United States ◽  
Theory And Practice ◽  
Home Institution ◽  
John Courtney Murray

Furfey pursued an intellectual apostolate according to which he advanced social justice in theory and practice through his scholarship and correspondence. In the mid-1930’s Furfey concentrated on developing and articulating a specifically Catholic response to social problems. He revised his objective, concentrating on developing a Catholic technique and corresponding foundational Catholic motivation to address social problems. Furfey advanced and defended his position in print, writing several books and many articles on the topic, and through voluminous correspondence with leading Catholic intellectuals in the United States. Il Poverello House and Fides House represented his and his colleagues’ attempt to develop a social reform technique that was both thoroughly Catholic and rigorously scientific. He received support and cooperation from his colleagues at CUA and in the broader Catholic community. A rift emerged at his home institution. Mary Elizabeth Walsh most prominently supported and advanced supernatural sociology while Gladys Sellew wavered, expressing distress and dissatisfaction with respect to the meaning and application of supernatural sociology. The chapter also considers the challenges to Furfey’s theological society levelled by Raymond McGowan, Wilfred Parsons, and John Courtney Murray.

Engaging Vital Older Adults in Intergenerational Service-Learning

2018 ◽  
pp. 266-287
Author(s):  
Reneé A. Zucchero
Keyword(s):  
United States ◽  
Older Adults ◽  
Service Learning ◽  
Older Adult ◽  
Undergraduate Students ◽  
The United States ◽  
Life Review ◽  
Future Research ◽  
Negative Stereotypes ◽  
Adult Volunteers

The population of older adults within the United States is growing rapidly, which calls for increased understanding of that population. However, ageism is pervasive and one of the most engrained forms of prejudice. Intergenerational service-learning may be one way to reduce negative stereotypes and ageism. The Co-Mentoring Project is an intergenerational service-learning project that matches undergraduate students and vital older adult volunteers. Students meet with their partners at least four times over the course of the semester to conduct a life review and gather information to begin the older adults' memoirs. This chapter provides a rationale for intergenerational service-learning and information about its theoretical underpinnings. The chapter also offers information about service-learning best practices, including structured reflection, and how the Project's methodology is consistent with them. The multi-modal assessment conducted for the Project and its outcomes are discussed. Finally, directions for future research are described.

International Students’ Social Outcomes, Educational Status, and Country of High School Graduation

2019 ◽  
Vol 23 (5) ◽  
pp. 589-606
Author(s):  
Nelson C. Brunsting ◽  
Megan Mischinski ◽  
Wenjin Wu ◽  
Tenisha Tevis ◽  
Risa Takeuchi ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
International Student ◽  
Educational Status ◽  
The United States ◽  
Social Outcomes ◽  
Future Research

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

scholarly journals A comparative examination of career and start-up expectations in South Korea, Ukraine, and the United States

2010 ◽  
Vol 13 (1) ◽  
pp. 29-46
Author(s):  
Sherrie Human ◽  
Thomas Clark ◽  
Charles H. Matthews ◽  
Julie Stewart ◽  
Candace Gunnarsson
Keyword(s):  
United States ◽  
South Korea ◽  
Undergraduate Students ◽  
Business Students ◽  
The United States ◽  
New Venture ◽  
Future Research ◽  
Start Up ◽  
Comparative Examination ◽  
Different Levels

Relatively few comparative studies have examined how perceptions across cultures might converge or diverge regarding careers in general and new venture careers in particular. Our research addresses this gap by providing a comparative study of career perceptions among undergraduate business students in three countries with different levels of experience with capitalism: Ukraine, South Korea, and the United States. Results suggest both surprising differences and interesting similarities between undergraduate students in the three countries with regard to how they perceive characteristics associated with entrepreneurial careers. Findings are discussed in the context of distinct differences and commonalities across cultures and implications for future research provided.

Explaining Death by Tornado: Religiosity and the God-Serving Bias

2018 ◽  
Vol 40 (1) ◽  
pp. 32-59 ◽  
Author(s):  
Heidi R. Riggio ◽  
Joshua Uhalt ◽  
Brigitte K. Matthies ◽  
Theresa Harvey ◽  
Nya Lowden ◽  
...  
Keyword(s):  
United States ◽  
Undergraduate Students ◽  
Religious Beliefs ◽  
Small Town ◽  
The United States ◽  
Self Report ◽  
Future Research ◽  
Emergency Shelters

Two self-report experiments examined how religiosity affects attributions made for the outcome of a tornado. Undergraduate students ( N = 533) and online adults ( N = 537) read a fictional vignette about a tornado that hits a small town in the United States. The townspeople met at church and prayed or prepared emergency shelters for three days before the tornado; either no one died or over 200 people died from the tornado. Participants made attributions of cause to God, prayer, faith, and worship. In both studies, individuals identifying as Christian made more attributions to God, prayer, faith, and worship, but only when no one died; when townspeople died, Christian participants made fewer attributions to God, prayer, faith, and worship (the God-serving bias). Individuals identifying as agnostic or atheist did not show this bias. Directions for future research in terms of implicit religious beliefs and normative evaluations of religion are discussed.

Migration and Labor in the Americas: Praxis, Knowledge, and Nations

2012 ◽  
Vol 92 (2) ◽  
pp. 245-267
Author(s):  
Raymond Craib ◽  
Mark Overmyer-Velázquez
Keyword(s):  
United States ◽  
Social Justice ◽  
Latin America ◽  
Migrant Workers ◽  
The United States ◽  
Theory And Practice ◽  
First Century ◽  
Labor Organizing ◽  
Spanish Caribbean ◽  
Structure And Agency

Abstract This article examines the conceptualization, development, and implementation of two related courses on the lives and labors of migrants in the United States. Both courses focus on the histories and hemispheric experiences of migrant workers, within and between the United States, Latin America, and the Spanish Caribbean. The courses are used as a means to think more broadly about what it means to teach courses on Latin America in the twenty-first-century context of the transnational turn in scholarship, the debates over immigration and its reform, concerns over the future of labor organizing, and efforts to seek social justice. Drawing on the work of Paulo Freire in Pedagogy of the Oppressed, students in the seminars engage in praxis and work to deconstruct four interrelated and seemingly fixed binaries: structure and agency, theory and practice, classroom and outside world, and teacher and student.

The Role of Gender and Sensation Seeking in Film Choice

2008 ◽  
Vol 20 (3) ◽  
pp. 97-105 ◽  
Author(s):  
Smita C. Banerjee ◽  
Kathryn Greene ◽  
Marina Krcmar ◽  
Zhanna Bagdasarov ◽  
Dovile Ruginyte
Keyword(s):  
United States ◽  
Undergraduate Students ◽  
Sensation Seeking ◽  
Negative Mood ◽  
Positive Mood ◽  
The United States ◽  
High Arousal ◽  
Subject Design ◽  
Happy Mood

This study demonstrates the significance of individual difference factors, particularly gender and sensation seeking, in predicting media choice (examined through hypothetical descriptions of films that participants anticipated they would view). This study used a 2 (Positive mood/negative mood) × 2 (High arousal/low arousal) within-subject design with 544 undergraduate students recruited from a large northeastern university in the United States. Results showed that happy films and high arousal films were preferred over sad films and low-arousal films, respectively. In terms of gender differences, female viewers reported a greater preference than male viewers for happy-mood films. Also, male viewers reported a greater preference for high-arousal films compared to female viewers, and female viewers reported a greater preference for low-arousal films compared to male viewers. Finally, high sensation seekers reported a preference for high-arousal films. Implications for research design and importance of exploring media characteristics are discussed.

Fragments of the American Dream: Immigration, Race, and Medical Care in the Segregated South, 1929

Public Voices ◽  
2016 ◽  
Vol 13 (2) ◽  
pp. 1
Author(s):  
John R Phillips
Keyword(s):  
United States ◽  
American Dream ◽  
Black Population ◽  
The United States ◽  
Single Woman ◽  
Future Research ◽  
Legal Doctrine ◽  
Quarter Century ◽  
History Of ◽  
Sunflower County

The cover photograph for this issue of Public Voices was taken sometime in the summer of 1929 (probably June) somewhere in Sunflower County, Mississippi. Very probably the photo was taken in Indianola but, perhaps, it was Ruleville. It is one of three such photos, one of which does have the annotation on the reverse “Ruleville Midwives Club 1929.” The young woman wearing a tie in this and in one of the other photos was Ann Reid Brown, R.N., then a single woman having only arrived in the United States from Scotland a few years before, in 1923. Full disclosure: This commentary on the photo combines professional research interests in public administration and public policy with personal interests—family interests—for that young nurse later married and became the author’s mother. From the scholarly perspective, such photographs have been seen as “instrumental in establishing midwives’ credentials and cultural identity at a key transitional moment in the history of the midwife and of public health” (Keith, Brennan, & Reynolds 2012). There is also deep irony if we see these photographs as being a fragment of the American dream, of a recent immigrant’s hope for and success at achieving that dream; but that fragment of the vision is understood quite differently when we see that she began a hopeful career working with a Black population forcibly segregated by law under the incongruously named “separate but equal” legal doctrine. That doctrine, derived from the United States Supreme Court’s 1896 decision, Plessy v. Ferguson, would remain the foundation for legally enforced segregation throughout the South for another quarter century. The options open to the young, white, immigrant nurse were almost entirely closed off for the population with which she then worked. The remaining parts of this overview are meant to provide the following: (1) some biographical information on the nurse; (2) a description, in so far as we know it, of why she was in Mississippi; and (3) some indication of areas for future research on this and related topics.

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