Facilitating Intercultural Interaction: Reciprocal Knowing

• In Event: Poster Session 1
  In Poster Session: Faculty, Curriculum, and Teaching

Abstract

To support faculty capacity to structure purposeful activities for peer to peer engagement, there is a need for qualitative studies which focus on students’ perspectives on and experiences in diverse classrooms that support peer interactions so as to help faculty understand how and why particular outcomes are achieved. Therefore, this study focused on the classroom as a space for engaging diversity, by analyzing students’ reflections on an assignment that they identified as enacting culturally relevant pedagogy and as supporting their ability to manage anxiety related to communicating and interacting with diverse peers.

Authors

• Rhiannon Delyth Williams, University of Minnesota

• Amy M. Lee, University of Minnesota