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Citizenship and social activism: A m...

North Dakota State University.

Citizenship and social activism: A mixed methods case study to understand cultural competence in students of a service-learning based course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Citizenship and social activism: A mixed methods case study to understand cultural competence in students of a service-learning based course.
作者:	Wohl, Anne Frances.
面頁冊數:	162 p.
附註:	Source: Masters Abstracts International, Volume: 50-06, page: 3523.
Contained By:	Masters Abstracts International50-06.
標題:	Education, General.
標題:	Education, Higher.
標題:	Education, Multilingual.
ISBN:	9781267366276
摘要、提要註:	This mixed methods case study sought to understand cultural competency in the students of a service-learning based course, "Citizenship and Social Activism (HDFS 310)," taught at North Dakota State University in Fargo, North Dakota. Cultural competency refers to how people interact with those who are of different cultural groups. For the purposes of this study, cultural competency was also defined by four components: attitudes, knowledge, awareness, and skills. Using a pre- and post-test survey, the participants showed statistically significant changes in the levels of self-reported cultural competency in the overall scores and in the subsection scores that correspond to the four components. Survey data was complemented by qualitative data collected by coding participants' reflective journals. The qualitative data provided situation-specific information about what levels of cultural competency participants were demonstrating; additionally, the journals provided information about how participants define, perceive, and struggle with the concept of cultural competency.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1511229

Citizenship and social activism: A mixed methods case study to understand cultural competence in students of a service-learning based course.
Wohl, Anne Frances.

Citizenship and social activism: A mixed methods case study to understand cultural competence in students of a service-learning based course. - 162 p.

Source: Masters Abstracts International, Volume: 50-06, page: 3523.

Thesis (M.S.)--North Dakota State University, 2012.

This mixed methods case study sought to understand cultural competency in the students of a service-learning based course, "Citizenship and Social Activism (HDFS 310)," taught at North Dakota State University in Fargo, North Dakota. Cultural competency refers to how people interact with those who are of different cultural groups. For the purposes of this study, cultural competency was also defined by four components: attitudes, knowledge, awareness, and skills. Using a pre- and post-test survey, the participants showed statistically significant changes in the levels of self-reported cultural competency in the overall scores and in the subsection scores that correspond to the four components. Survey data was complemented by qualitative data collected by coding participants' reflective journals. The qualitative data provided situation-specific information about what levels of cultural competency participants were demonstrating; additionally, the journals provided information about how participants define, perceive, and struggle with the concept of cultural competency.

ISBN: 9781267366276Subjects--Topical Terms:

565457
Education, General.

Citizenship and social activism: A mixed methods case study to understand cultural competence in students of a service-learning based course.
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520 $a This mixed methods case study sought to understand cultural competency in the students of a service-learning based course, "Citizenship and Social Activism (HDFS 310)," taught at North Dakota State University in Fargo, North Dakota. Cultural competency refers to how people interact with those who are of different cultural groups. For the purposes of this study, cultural competency was also defined by four components: attitudes, knowledge, awareness, and skills. Using a pre- and post-test survey, the participants showed statistically significant changes in the levels of self-reported cultural competency in the overall scores and in the subsection scores that correspond to the four components. Survey data was complemented by qualitative data collected by coding participants' reflective journals. The qualitative data provided situation-specific information about what levels of cultural competency participants were demonstrating; additionally, the journals provided information about how participants define, perceive, and struggle with the concept of cultural competency.
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