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Enhancing Social Justice and Multicultural Counseling Competence through Cultural Immersion: A Guide for Faculty
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In: The Journal of Counselor Preparation and Supervision (2021)
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Spoken Barriers: The Effects of Spanish-English Interpretation Within the United States Health System
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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Faculty Perceptions and Teaching Practices for Transformative Change: Culturally Responsive Teaching in Pharmacy Education
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In: Theses, Dissertations and Capstones (2020)
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An Examination of the Factors Influencing High School Graduation Rates for Students with Limited or Interrupted Formal Education
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In: Graduate Doctoral Dissertations (2020)
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An insight look into the lives of Latino farmworkers in eastern North Carolina: A case study through community engagement partnership
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In: National Cross-Cultural Counseling and Education Conference for Research, Action, and Change (2019)
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A Phenomologial Study of the Lived Experience of College Students Participating in a Multi-faith Education Program
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In: Electronic Theses and Dissertations (2019)
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Teaching about Cultural Competence and Health Disparities in an Online Graduate Public Health Course
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In: Journal of Health Disparities Research and Practice (2019)
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Examining Culturally Responsive Understandings within an Undergraduate Teacher Education Program
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies
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In: Dissertations and Theses (2017)
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Understanding parental engagement in Hispanic mothers of children with autism spectrum disorder: Application of a process-model of cultural competence
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In: Journal of Multilingual Education Research (2016)
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An examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training
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In: Journal of Health Disparities Research and Practice (2016)
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Approaches to Teaching Latin American Culture through Film: Children’s Plight in Poverty- and Violence-Ridden Countries
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In: Cultural Encounters, Conflicts, and Resolutions (2015)
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Intercultural Communicative Competence: Literature Review
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In: Cultural Encounters, Conflicts, and Resolutions (2015)
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Understanding Arab Culture through Cinema
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In: Cultural Encounters, Conflicts, and Resolutions (2015)
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"Because of my Identity:" Valuing the Experiences of Latina Students in the Culturally Responsive Service-~Learning Classroom
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015)
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Abstract:
This qualitative case study examined the experiences of three Latina students in a higher education service-learning program. A review of service-learning literature found limited research dedicated to understanding the qualitatively different experiences of students of color operating in historically and predominantly white higher education institutions’ service-learning programs. Though the diversity benefits of service-learning are documented, research is inconclusive on whether service-learning program culture adequately meets the needs of all racially/ethnically diverse students. The study utilized student interviews and classroom observation to build understanding of the unique experiences of three Latina students participating in a service-learning course taught by a Latina instructor at a large public Minority Serving Institution (MSI) in the southwestern United States. Results of this study revealed that all three Latina students had overall positive experiences in the service-learning course; these experiences included an inclusive classroom environment, feeling encouraged to share personal experiences on issues of oppression and power, and gaining an overall sense of agency and empowerment for engaging in the community. The professor’s race/ethnicity was important to the Latina study participants who felt that her proud Latina identity made her more relatable and a positive role model of a strong, civically engaged Latina woman in a white male-dominated world. Factors that were found to influence disengagement from service-learning in this study include lack of awareness, scheduling conflicts, socioeconomic status, age, nationality, and exposure to community engagement growing up. Study participants agreed that, most often, issues of race and equity were brought up in the course by individual students sharing personal stories in connection with the course content. This study suggests that service-learning courses in which students of color enjoy positive experiences are also reflective of culturally responsive classrooms that value the unique experiences of racially/ethnically diverse students. The results of this study provide a model for culturally responsive service-learning design and offer recommendations for future studies on the differentiated experiences of racially/ethnically diverse students based on the identity of the course instructor and level of cultural responsiveness being implemented in the classroom.
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Keyword:
and Multicultural Education; Bilingual; cultural competence; curriculum & instruction; diversity; Education; Multilingual; service-learning
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URL: https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=3581&context=thesesdissertations https://digitalscholarship.unlv.edu/thesesdissertations/2580
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Persistence of African-American/black signed language interpreters in the United States: the importance of culture and capital
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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A Pragmatist Perspective on Building Intercultural Communicative Competency: From Theory to Classroom Practice
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2014)
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International Aspirations for Speech-Language Pathologists’ Practice with Multilingual Children with Speech Sound Disorders: Development of a Position Paper
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In: ETSU Faculty Works (2013)
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International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders : development of a position paper
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An Assessment of Diversity Competence among College Seniors: An Exploratory Study
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In: University of New Orleans Theses and Dissertations (2013)
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