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Effectively teaching cultural competence in healthcare education
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| 2 |
Theater and Peacebuilding in Post-Conflict Settings: Participants’ Experiences in the Morning Star Theater Program in South Sudan
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In: Antioch University Full-Text Dissertations & Theses (2022)
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| 3 |
RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 4 |
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
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| 5 |
From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
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In: Georgia International Conference on Information Literacy (2022)
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| 6 |
Language learning through interaction: Online and in the classroom
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In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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| 7 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 8 |
Cultural Representations in Indian English Language Teaching Textbooks
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| 9 |
Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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| 10 |
Counterstories of Honors Students of Color
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In: Honors in Practice -- Online Archive (2022)
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Abstract:
This study explores the experience of high-achieving students of color in an honors program at a large research university. Qualitative methods involve surveying students (n = 39) and interviewing a select group (n = 5) in attempts to measure both the frequency and severity of racial microaggression as well as subjective experience relating to diversity and representation in honors. Using critical race theory, a discourse analysis of four broad questions pertaining to pre-entry, entry, continuation, and exit of honors programs suggests that more is needed to foster an honors community that better understands and meets the needs of students’ racial, ethnic, cultural, and socioeconomic backgrounds. While several students report nearly withdrawing from honors, citing feelings of racial tokenization, alienation from peers, and impostor phenomenon, the author notes how results elucidate a pressing need for university honors programs to recruit more students from underrepresented backgrounds and provide targeted resources to support honors students and the programs to which they belong.
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Keyword:
communities of practice; critical race theory; Curriculum and Instruction; diversity in higher education; Education; Educational Administration and Supervision; Gifted Education; Higher Education; Liberal Studies; Racial Microaggressions Scale (RMAS); University of California–Davis (CA)–Honors Program
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URL: https://digitalcommons.unl.edu/nchchip/372
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1371&context=nchchip
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| 11 |
Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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| 12 |
Alt-Education: Gender, language, and education across the right
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In: Doctoral Dissertations (2022)
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| 15 |
The Insistence of Inclusion: The Black Excellence Project
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In: Early College Folio (2021)
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| 16 |
Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 17 |
Needs Analysis in Teaching Chinese for Special Purposes: From Theory to Practice
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 18 |
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner
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| 19 |
An analysis of the features of words that influence vocabulary difficulty. https://www.mdpi.com/2227-7102/9/1/8
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| 20 |
Why We Need Ethnic Studies: Building Academic Familismo Through Culturally Relevant Education to Support Students' Social Relationships and Academic Success
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